SCIENTIFIC CONFERENCE IT'S ABOUT PEOPLE 2024–2025 INTERNATIONAL EDUCATION AND MENTAL HEALTH Peer-Reviewed Proceedings Book Editors: Sebastjan Kristovič, Polonca Serrano MARIBOR, 2025 conference.almamater.si International Scientific Conference IT'S ABOUT PEOPLE 2024–2025 PEER-REVIEWED PROCEEDINGS BOOK: EDUCATION AND MENTAL HEALTH Honorary Committee 2024: Dubravka Šuica, European Commission Vice-President for Democracy and Demography; Klaus Mainzer, Presi-dent of the European Academy of Sciences and Arts; Felix Unger, Honorary President of the European Academy of Sciences and Arts; Ludvik Toplak, Rector of University Alma Mater Europaea; Jurij Toplak, University Pro-fessor, Alma Mater Europaea ECM, Fordham University, President of the Organisational Committee of the It’s About People Conference; Ioannis Liritzis, Dean of Natural Sciences, European Academy of Sciences and Arts; Peter Štih, President of the Slovenian Academy of Sciences and Arts; Željko Knez, University Professor, Universi-ty of Maribor; Verica Trstenjak, Former Advocate General of the Court of Justice of the EU, Professor of European Law; Tatjana Christelbauer, Founder and Director, Agency for Cultural Diplomacy Vienna; Alice Siu, Senior Re-search Scholar at Stanford University, Associate Director, Stanford’s Deliberative Democracy Lab; Borut Pahor, President of the Republic of Slovenia 2012–22; Richard James Overy, Professor, University of Exeter, Fellow of the Royal Historical Academy and British Academy; Andy Sumner, Fellow of the Academy of Social Sciences, Fellow of the Royal Society of Arts, Professor at King’s College London, Senior Fellow, United Nations Univer-si-ty; Michael Beckmann, University Professor, Dean, Technical University Dresden. Scientific and Programme Committee 2024: Klaus Mainzer (President), Ludvik Toplak, Jurij Toplak, Felix Unger, Dubravka Šuica, Ioannis Liritzis, Michael Beckmann, Peter Štih, Željko Knez, Lenart Škof, Verica Trstenjak, Barbara Toplak Perovič, Mark Franklin, Cees van der Eijk, Christopher Wlezien, Wouter van der Brug, Elias Dinas, Richard James Overy, Andy Sumner, Dany Bahar, Laurence Hewick, Jana Gor-iup, Luka Martin Tomažič, Daniel Siter, Anja Hellmuth Kramberger, Suzan-na Mežnarec Novosel, Matej Mertik, Sebastjan Kristovič, Jasmina Kristovič, Edvard Jakšič, David Bogataj, Peter Pavel Klasinc, Suzana Bračič Tomažič, Uroš Marušič, Svebor Sečak, Rosana Hribar, Polonca Pangrčič, Nataša Vid-nar, Marko Novak, Živa Arko, Tatjana Horvat, Tadej Strojnik, Nataša Štandeker, Maruša Mavsar, Nadia Manzoni, Gašper Pirc, Luka Trebežnik, Katja Holnthaner Zorec, Voyko Kavcic, Peter Vo-lasko, Howie Firth, Andraž Ivšek, Janez Potočnik, Teun J. Dekker, Carl Gombrich, Samuel Abraham, Raffaella Santi, Cirila Toplak, Daria Mustić, Paul David Crowther, Peter Seljak. Organisational Board 2024: Jurij Toplak (President), Luka Martin Tomažič (Vice-President), Daniel Siter, Anja Hellmuth Kramberger, Bar-bara Toplak Perovič, Špela Pokeržnik, Miha Jakin, Marko Benčak, Katarina Pernat, Špela Ekselenski Bečič, Petra Braček Kirbiš, Suzanna Mežnarec Novosel, Sebastjan Kristovič, Lenart Škof, Matej Mertik, Cirila Toplak, Ainhoa Lizariturry, Patricija Pongračič, Sašo Bjelić, Anja Jurše. Secretariat 2024: Luka Martin Tomažič, Daniel Siter, Marko Bencak, Katarina Pernat, Suzanna Mežnarec Novosel, Petra Braček Kirbiš, Dijana Štiglic. Honorary Committee 2025: Donato Kiniger-Passigli, World Academy of Art and Science Vice-President; Klaus Mainzer, University Professor, President of the European Academy of Sciences and Arts; Felix Unger, Honorary President of the Europe-an Academy of Scienc-es and Arts; Ludvik Toplak, Rector of Alma Mater Europaea University; Jurij Toplak, Pro-fessor, Fordham University, Alma Mater Europaea University, President of the Organisational Committee of the It’s About People Conference; Ferenc Misz-livetz, Director of the Institute of Advance Studies Köszeg, Professor, University of Pannonia; Andrei Marga, Professor and Former Rector, Babeș-Bolyai University of Cluj-Napoca; Štefan Luby, Professor, Senior Research Fellow, Slovak Academy of Sciences; Alberto De Franceschi, Professor, University of Ferrara, KU Leuven; Sašo Grozdanov, Researcher at the Higgs Center, University of Edinburgh and Associate Professor, University of Ljubljana; Aleksander Zidanšek, Sašo Džeroski, Milena Horvat, Uroš Cvelbar, Nives Ogrinc, David Kocman, Jožef Stefan Institute; Ioannis Liritzis, Dean of Natural Sciences, European Acade-my of Sciences and Arts, Professor, Henan University, Alma Mater Europaea University. Scientific and Programme Committee 2025: Klaus Mainzer (President), Ludvik Toplak, Felix Unger, Donato Kiniger-Passigli, Jurij Toplak, Ferenc Miszlivetz, Andrei Mar-ga, Štefan Luby, Alberto De Franceschi, Sašo Grozdanov, Aleksander Zidanšek, Sašo Džeroski, Mile-na Horvat, Uroš Cvelbar, Nives Ogrinc, David Kocman, Ioannis Liritzis, Lenart Škof, Jana Goriup, Luka Martin Tomažič, Daniel Siter, Barbara Toplak Perovič, Božidar Veljković, Anja Hellmuth Kramberger, Matej Mertik, Se-bastjan Kristovič, Marija Ovsenik, Edvard Jakšič, David Bogataj, Peter Pavel Klasinc, Uroš Marušič, Svebor Sečak, Rosana Hribar, Polonca Seranno, Tatjana Horvat, Tadej Strojnik, Gašper Pirc, Luka Trebežnik, Voyko Kavcic, Peter Seljak, Mladen Radujković. Organisational Board 2025: Jurij Toplak (President), Luka Martin Tomažič (Vice-President), Daniel Siter, Anja Hellmuth Kramberger, Barbara Toplak Perovič, Špela Pokeržnik, Tanja Angleitner Sagadin, Blaž Podobnik, Miha Jakin, Marko Bencak, Katari-na Pernat, Špela Ekselenski Bečič, Petra Braček Kirbiš, Suzanna Mežnarec Novosel, Sebastjan Kristovič, Lenart Škof, Matej Mertik, Ainhoa Lizariturry, Patricija Pongračič, Sašo Bjelić, Anja Jurše, Jasmina Kristovič, Maruša Mavsar, Katja Holnthaner Zorec. Secretariat 2025: Luka Martin Tomažič, Daniel Siter, Blaž Podobnik, Marko Bencak, Tanja Angleitner Sagadin, Špela Pokeržnik, Katarina Pernat, Petra Braček Kirbiš, Dijana Štiglic, Nataša Štandeker. Editors: Sebastjan Kristovič, Polonca Serrano Technical Editor: Blaž Podobnik Reviewer: Polonca Serrano Pre-Press Preparation and Graphic Design: Tjaša Pogorevc s.p Edition: 1st Online Edition Place: Maribor Publisher: Alma Mater Europaea University, Alma Mater Press For the Publisher: Ludvik Toplak Year of Publishing: 2025 Available at: https://press.almamater.si/index.php/amp/catalog/category/Education Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 255702275 ISBN 978-961-7183-80-1 (PDF) The statements, opinions, claims, and information in this publication are solely those of the authors of the contributions and not of Alma Mater Press and/or the editors. Alma Mater Press and/or the editor(s) disclaim any liability for any injury to persons or property resulting from any idea, method, instruction, or product mentioned in the content. 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The 12th and 13th Annual Conferences of Europe’s Sciences and Arts Leaders and Scholars International Scientific Conferences IT'S ABOUT PEOPLE 2024: In Service of Sustainability and Dignity 2025: Social and Technological Resilience for Health and Sustainable Development Peer-Reviewed Proceedings Book EDUCATION AND MENTAL HEALTH 1st Online Edition Editors: Sebastjan Kristovič, Polonca Serrano Maribor, 2025 TABLE OF CONTENTS EDITORIAL INTRODUCTION 9 2024 11 Uroš Perko 13 EFFECTIVE PSYCHOTHERAPEUTIC TREATMENT OF YOUNG PEOPLE IN TIMES OF NIHILISM, LACK OF MEANING, AND IDENTITY CONFUSION Adelina Kakija, Denalda Bashota 22 SLEEP AND ITS IMPORTANCE FOR MENTAL HEALTH IN UNIVERSITY STUDENTS: ANALYTICAL CROSS-SECTIONAL STUDY Leina Radusinović 30 FAMILY OF ORIGIN AND ANGER-CONFLICT DYNAMICS IN ROMANTIC RELATIONSHIPS: A SYSTEMATIC LITERATURE REVIEW Naim Fanaj, Sevim Mustafa, Elona Krasniqi 39 UNDERSTANDING SUBJECTIVE WELL-BEING IN KOSOVO YOUTH: EXPLORING PSYCHOSOCIAL AND SOCIO-DEMOGRAPHIC FACTORS Matjaž Koman 48 A MINDFULNESS APPROACH IN SHAPING THE CONCEPTS OF INTERPRETING HOUSE MUSEUMS Lea Masnjak Šušković, Alisa Fabris, Rea Fulgosi-Masnjak 57 SUPPORTING DIGITAL SKILLS EDUCATION FOR PEOPLE WITH INTELLECTUAL DISABILITIES FROM THE PERSPECTIVE OF SERVICE PROVIDERS Erika Ašič 70 CELOSTNA OSEBNOST – JEDRO DOSTOJANSTVA V IZOBRAŽEVANJU UČITELJEV / INTEGRITY – THE CORE OF DIGNITY IN TEACHER EDUCATION 2025 83 Albana Tahiri 85 THE USE OF LANGUAGE GAMES DURING THE TEACHING PROCESS IN DEVELOPING STUDENTS’ CRITICAL AND CREATIVE THINKING Dževad Termiz, Nedeljko Stanković 101 THEORETICAL-METHODOLOGICAL PROBLEMS OF THE SCIENCE OF SOCIAL WORK AND HIGHER EDUCATION OF SOCIAL WORKERS Emina Ahmetović, Dunja Jurić Vukelić 107 PARENTAL OPINIONS ON SCREEN USE IN EARLY AND PRESCHOOL-AGE CHILDREN Simona Noja-Nebyla 115 MORE THAN DANCE: THE MULTIFACETED OBJECTIVES OF THE BALLET CLASS Vilmantė Aleksienė, Dovilė Lisauskienė, Laimutė Samsonienė 120 REHABILITATION TOWARDS RECREATION: A HOLISTIC APPROACH TO HEALTH AND WELL-BEING Maria Lai-Ling Lam 130 AI AND HUMAN RESILIENCE Tanja Valenta, Urška Jeglič, Katarina Kompan Erzar, Urška Mali Kovačič, Jonas Miklavčič, Saša Poljak Lukek, Barbara Simonič 144 EMPATHY AND VIRTUAL REALITY TECHNOLOGY IN CONTEMPORARY EDUCATION: OPPORTUNITIES AND CHALLENGES CONCRETE OPERATIONAL STAGE er-R RN evAT Tiziana Leka 161 ieIO INTERACTIVE DINING ETIQUETTE LEARNING GAME DESIGN BASED ON PIAGET’S Pe INTE Lerato Lydycia Lesaoana, Lyu Hui, Abdiaziz Omar Hassan, Saandi Youssouf 155 CLIL AS A THEORETICAL CONCEPT AND RELEVANCE TO CONTEMPORARY EDUCATION w N edAL S Pr Tadeu da Ponte 170 oCIE A MULTIMODAL AI FRAMEWORK FOR LONGITUDINAL WORKPLACE MONITORING ceN ed AND WELL-BEING ASSESSMENTTIF ingIC C Elona Hasmujaj EN 189 D UCE I THE INFLUENCE OF SOCIAL MEDIA USAGE AND ONLINE BEHAVIOUR ON ATTITUDES CAT'S A TOWARD ARTIFICIAL INTELLIGENCE TIONB A THE IMPACT OF A MENTAL HEALTH PROMOTION PROGRAMME ON DEPRESSION AWARENESS ok FER : E Nataša Dernovšček Hafner, Lilijana Šprah 179 s Bo ON OF AI IN THE TEACHING PROCESS EN PL TAE 2 L H02 EA4 LT–2 H025 TEACHERS’ PERCEPTIONS AND RESISTANCE TO CHANGE REGARDING THE INTEGRATION D T P MEO Jonida Lesha, Adelina Kakija O 195 N U 7 EDITORIAL INTRODUCTION Pe INTE er-RRN evAT In today‘s modern world—marked by uncertainty, rapid social changes, digital overload, and deep- ieIO w ening mental distress—the connection between education and mental health is becoming increas-N edAL S ingly vital. Education is no longer merely a process of acquiring knowledge, but above all a process PrCIE o of shaping the human being—his or her inner maturity, self-reflection, responsibility, and ability to ceN ed maintain dignity in a world that often dehumanises. It is precisely within this intersection that the TIF ingIC C mission of pedagogical, psychological, and therapeutic practices unfolds, seeking answers to the s BoO question: How do we educate and raise a person so that they remain human—capable of compas-NFE ok sion, meaning, and inner strength?R : EEN The section Education and Mental Health, implemented for many years under the umbrella of our D UCE I international scientific conference »It‘s About People«, opens up these key questions from an inter - CAT'S A disciplinary and deeply humanistic perspective. The contributions in this peer-reviewed proceed- TIONB AO ings book illuminate the complex dynamics of the modern human being—from psychotherapeutic U NT P approaches to youth in times of nihilism and lost identity, to the importance of sleep for students‘ D MEO mental health, and the exploration of family and partnership relations. Central to these interests are ENPL questions of empathy, attention (»mindfulness«), digital competences, artificial intelligence, and TAE 2 L H their impact on the human experience of learning, creativity, and existence.02 EA4 The contributions of authors come from diverse professional backgrounds and cultural contexts, en- LT–2 H02 riching the understanding of the human being and their development in contemporary society. The 5 proceedings book offers research insights into a field where pedagogy, psychology, art, technology, and philosophy of human existence converge. It responds to the challenges posed by the era of digital transformation, artificial intelligence, and the simultaneous loss of inner peace and authen-tic relationships. It is therefore all the more important that research and pedagogical work do not lose their ethical and human dimension—the one that restores a sense of meaning, connection, and integrity to the individual. Let this volume be an expression of respect for all those who contribute to developing their disci-plines and society through their research, pedagogical, and therapeutic work. Gratitude goes to all the authors, reviewers, organisers, and co-workers who made it possible for this section to repre-sent a meaningful contribution to the development of science and disciplines about people. In a time when technological advancement often overhauls ethical reflection, the studies and con-tributions gathered in this volume remind us that the core of every educational and therapeutic process should be the human being. His or her dignity, capacity for self-transcendence, creativity, and empathy are the fundamental conditions for a future that is not only technologically advanced butabove all, humane. May this volume encourage us to discover the one that surpasses knowledge—meaning — in every learning, educational, and therapeutic process. Prof. Dr. Sebastjan Kristovič Vice-Rector for Education Head of the Section, Education and Mental Health Alma Mater Europaea University 9 2024 EFFECTIVE PSYCHOTHERAPEUTIC TREATMENT w N edAL S Pr o OF YOUNG PEOPLE IN TIMES OF NIHILISM, CIE ceN edTIF LACK OF MEANING, AND IDENTITY CONFUSION ingIC C s BoONFE ok Uroš Perko, LecturerR : EEN Zavod Mitikas, Slovenia Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO U CE I D ABSTRACT CA T'S A TIONB AOU NT P D Despite the growing number of mental health professionals, we have an increasing number of MEO young people experiencing various mental health problems. There is a growing nihilism, exis- ENPL TAE 2 tential emptiness, apathy, and an increasingly aimless search for identity among young people. L H02 Finding oneself is a difficult process, because one’s personality can only be shaped through one’s EA4 own experiences and initial successes in achieving one’s goals. Recently, however, self-discovery LT–2 H02 has been accompanied by an increasing emphasis on self-improvement, the main aim of which 5 is to maintain and acquire a youthful body. Thus, we are discovering less and less about our per- sonality and more and more about self-improvement, which is contributing to the rise of various psychological disorders. The fact is that we can only develop our individuality through opposi-tion and that man never knows himself by observation alone. In order to know who you are, you have to do your duty, which is inevitably linked to meaning, because it is precisely by solving problems that life has meaning. The aim of this article is to try to apply the findings of several well-known experts in the field of mental health to the psychotherapeutic treatment of young people in crisis and existential emptiness. Keywords: effective help, young people, nihilism, existential crisis, identity crisis 13 Pe 1 INTRODUCTION IN TE er-R R Nihilism and existential emptiness are nowadays one of the main causes of personal complications N ev AT among young people and related psychosomatic and social pathologies (Galimberti 2008; Kristovič ie IO w 2013, 626). Many studies report the experience of personal distress in the form of crises of mean-N ed A L S ing and identity crises (Frankl 2014; Galimberti 2008; Perko 1998, 2-6; Perko 2008, 2-6, 2011, 374, Pr 2013; Perko and Čotar Konrad 2018, 252; Perko and Dolenc 2020, 147; Verhaeghe 2016, 38-41). o CIE ce N Kristovič (2013, 626) states that the consequences of lack of meaning can be numerous: divorce, ed TIF various addictions, depression, egoism, loneliness, poor upbringing, emotional numbness, melan-ing IC C choly, apathy, various mental distresses. One feels empty inside, dissatisfied with oneself and with s Bo O N one’s life (ibid.). Frankl (2014) calls the phenomenon where one has an increasing sense of the ok FE R : E meaninglessness of life an existential vacuum or existential crisis, while Galimberti (2008) speaks EN D U CE I of nihilism. The existential vacuum, i.e. the lack of meaning or nihilism, often occurs in a wealthy CA T'S A society where everything is enough or in a society where there is severe deprivation and unem-TION B ployment (Frankl 2014; Galimberti 2009; Perko 1998, 5). It manifests itself as an increasing sense A O U N of meaninglessness, boredom and apathy (Kristovič 2013, 626; Perko 1998, 5). This is not a medical T P D M condition, but may simply be an indicator that something is wrong in a person’s life, especially in EO EN those who have a wrong life orientation and are more likely to make the wrong life choices (Kris-PL TA E 2 tovič, 2013, 626). Such widespread phenomena as alcoholism and juvenile delinquency would be L H 02 EA 4 incomprehensible if they did not have at their core a sense of meaninglessness in life or nihilism, LT –2 and further emphasises that today’s youth crisis is different from previous crises, as the individual is H 02 faced with the absence of meaning in his or her life (Kristovič 2013, 628). 5 Galimberti (2019, 27) further argues that today, in this uncertain period, it is difficult for young peo-ple to arrive at their own personality, which is shaped by their own experiences and initial successes in achieving their goals. Identity confusion in young people is part of the normal developmental process of personality formation (Erikson 2015, 66-67), and the formation of personality is primarily a social process, influenced by the individual’s judgement of the opinions that others are supposed to have of him or her. It is precisely the total focus and orientation towards oneself that increasingly distances both young and old from answering the question: “Who am I?” and “How do I find my-self?” The author further argues that this creates the belief that the world is a reflection of one’s own desires, which is the foundation of the modern, widespread narcissistic culture, where individuals are only interested in their own needs and desires, which must be immediately fulfilled. Lots of preoccupation with the self and little interest in the outside world. Individuals who grow up in such a world, where they know only the satisfaction of their own desires and needs, and who are inca-pable of delaying gratification, accepting suffering, renunciation and sacrifice, are prime candidates for addictions of all kinds (Žorž 1997, 55, 2013, 147-153). Galimbert (2019, 27) further argues that children’s personal development and independence are today prevented, by the common practice of parents, disrespecting the child’s basic right to become different from what they want or by setting too high role models and expectations for their chil-dren. We can also fully agree with Galimberti (2019, 27) about our inability to accept the spiritual dimension of suffering, even though our reality also includes suffering. Galimberti (2019, 28-29) goes on to speak of a modern phenomenon - therapeutic practice - that ascribes a morbid character to everything, everything becomes the object of (psycho)therapy and everything can be healed. The author believes that it is a mistake to think that in this therapeutic way we are fostering a culture of self-actualisation, rather we are supporting self-limitation, where the aim is to unify individuals in their way of thinking and feeling (ibid.). The impetus for this article came from working with clients in individual psychotherapeutic practice and from working in and monitoring therapeutic groups within the framework of the social andragogical method (SAM). More and more young people, at the peak of their physical strength, are seeking help, lost in feelings of utter meaninglessness, apathy and boredom. They live aimlessly from day to day, usually completely merged with their mothers, their most frequent questions being “How can I find myself in today’s society?”. or “How do I know who I really am?” and “What do I want?” I notice that psychotherapy alone is not always effective enough, because they don’t have enough resources to activate themselves in the outside world. Often a second 14 itself (Watzlawick, Weakland and Fish, 2016). It has been very successful in treating a variety of er-R RN evAT addictions and is the basis for the treatment in SAM program and in communes - which are so far ieIO the current solutions, i.e. on what is being used to address the problem rather than the problem Pe INTE order solution approach is very effective, where it is imperative to focus and make changes on the only real answer to more severe addictions (De Andrade et al. 2019; De Leon and Unterrainer w N edA 2020; De Leon and Wexler 2009; Dingle et al. 2019) All of these programmes do not focus on ab-L S PrCIE stinence for the individual (establishing abstinence is a prerequisite for entering a treatment pro- o ceN gramme), but rather offer a wide range of different contents to keep the individual engaged and edTIF fulfilled. In this way, the individual does not even think about alcohol, drugs, etc. anymore. Simi - ingIC C by all-round activation (running, reading, regular employment, mountaineering - contact with : E EN D UCE I CA nature, etc., journaling, regular morning exercise, etc.) than by simply focusing (psychotherapy) T'S A TION on their problems. The latter is certainly a good and necessary support for a second-order solu- people who are facing an existential vacuum, have no goals, are completely apathetic, overly ok FER dependent on modern technology, etc. Such young people can benefit and be helped much more larly, I have seen that second-order solutions bring surprisingly good results and changes in young s Bo ON tion. The aim of this article is to argue for such an approach through the findings and insights of A BOU NT P D M well-known experts in the field of mental health.EO ENPL TAE 2 L H 2 METHODS02 EA4 LT–2 For the research we used Qualitative Comparative Analysis (QCA). Primarily a qualitative analysis H02 method is used to analyze qualities. QCA is a research methodology used in analyzing multiple cas-5 es in complex situations. This methodology enables in explaining the change that occurs in some cases and why it doesn‘t happen in others. QCA should not be confused with qualitative analysis methods or constant comparison method which are forms of qualitative analysis. QCA was devel-oped in 1987s by Charles Ragin, a social scientist. Qualitative comparative analysis is a set-based theory that seeks to explain the relationship between causal conditions and outcomes through the concept of sets and their relations. It is used in comparative research and when using case-study research methods. The QCA analysts interprets the data qualitatively whilst also looking at causality between the variables. It is truly a mixed-methods approach to research and is best suited to small- to medium-N case-study projects with between 3 and 250 cases. Qualitative comparative analysis approach draws strength from both quantitative and qualitative research methods. It combines the mathematical approaches used in quantitative research with the inductive and comparative case-based techniques employed in qualitative research. The QCA is therefore, a multiple case study approach - in a smaller N-intermediate research project - that collects insights on the different cases and captures their complexity, also producing a certain level of generalization (Ragin 1987; Rihoux and Ragin, 2008). The QCA techniques allow a conjunc-tural causation between the observed cases. This means that different constellations of factors can lead to the same result. Most often, it is a combination of randomly relevant conditions that gener-ates the result (Ragin 1987; Rihoux and Ragin, 2008). In devising this technique, Ragin‘s (1987) in-tention was to develop an „original synthetic strategy“ as a middle ground between case-oriented (or qualitative) and variable (or quantitative) approaches (Rihoux and De Meur, 2009) 3 RESULTS AND DISCUSSION 3.1 Identity development in the relational pathologies of modern times Several authors (Erikson 2015, 66; Fromm 1987, 11; Žorž 2013, 27) argue that our individuality can only be developed through opposition. Fromm (1987, 11) argues that the process of resisting au-thority, of disobedience, is in fact a condition for becoming self-aware and self-determined, and is also the first step towards freedom. By resisting and resisting, teenagers finally separate and individuate themselves from their parents (Fromm 1987, 11; Verhaeghe 2016, 18-19). Perhaps it would not be a bad thing for school counsellors to understand this, too, because it is mainly the unproblematic ‘good girls’ who are overlooked, who do not resist or oppose anything. It is often these ‘hard-working girls’ who are most in need of professional help (Žorž, 1997, 120). However, 15 w N ed ing the opposite (Žorž 2013, 22-23; Verhaeghe 2016, 163-164). We are witnessing permissiveness, A L S Pr social phenomenon of “perfect mothers”, with often absent fathers (Winterhoff 2009, 17), Perko CIE o 2017; Žorž 2007, 23; Verhaeghe 2016, 169). But in this way, with their possessiveness and hyperpro-ce N ed TIF tectiveness, they inculcate in the child a completely distorted idea of the world and of people (Win-ing IC C terhoff 2009, 34; Žorž 2013, 23-24, 1997). They deprive the child of a healthy growing up (with the s Bo O N impossibility of experiencing all of the above), and do not allow him or her to become independent, ok FE R to oppose, to detach, to accept responsibility (Žorž 2013, 23). Challenging danger, renunciation, a : E EN D er-R R are apathetic and bored (Verhaeghe 2016, 166-168). N ev AT Whereas at the beginning of the 20th century excessive rigidity prevailed, today we are witness-ie IO Pe IN and conformist individuals who do not know who they are, what they want, cannot find meaning, TE the concepts of modern education described below seem to produce more and more hard-working CA integral part of growing up (Žorž 2013, 24). At this point, it is imperative that the father - the bridge T'S A TION U CE I clear knowledge of limits, and also facing disappointments, injustices and misunderstanding are an N T P D (Hafner and Ihan 2014; 368). M EO EN Winterhoff (2009, 91-125) points out and discusses three main relationship disorders of modern PL TA E 2 times: (I) Partnership - parents consider the child as a partner and thus assign the child a role that the L H A BO not intervene unnecessarily when the child feels injustice, disappointment or is exposed to danger U to the outside world - takes on a central role, among other things, by making it easier to cope and EA 02 child cannot match. (II) Projections - parents project their own desires onto the child, the child is the 4 measure of how good the parents are and of how loved they (the parents) feel. Children become LT –2 H 02 narcissistic extensions of their parents, which can often lead to narcissistic pathology; (III) Symbiosis 5 - between parents and children the boundaries are completely blurred, there is a complete fusion when parents merge their psyche with the child’s. Often there is a complete objectification of the child. The child, as a “part” of the parent, is of course not to blame for anything and as an adult can-not (does not have to) accept responsibility. All this being said, it is difficult for a child to pass, in terms of object relations theory, the phase of separation and individualisation, both in the first phase (from the mother) and in puberty (from peers). With domineering mothers and absent fathers who are incapable of setting any boundaries for the child, it becomes increasingly difficult for the child to identify with a same-sex partner in the phase between the ages of four and six, and to resolve the Oedipus complex in a favourable way, thus internalising the default moral requirements, norms and ideals (Benedik 2019; Mcwilliams 2017, 63-70, Musek 1988, 114; Praper 1995, 68, 1999, 96-98). This is a prerequisite for an individual to become a morally responsible person who has a formed conscience, takes responsibility (Perko 2017; Zupančič 2011). Otherwise, seen in the light of the theory of psychosexual development, he suffers from character pathology - he is incapable of moral judgement, his conscience is not seared (ibid.) - and above all, he does not accept any responsibility but always passes it on to other peo-ple, the environment, etc. (Peck 1991, 26). Clinicians today are thus observing and pointing to an increasing number of personality disorders and a decreasing number of neuroses (Perko 2017; Win-terhoff 2009: Zupančič 2011). It is thus not surprising that in therapeutic practices I increasingly meet adults who, at the age of 30 (and even later), are still completely fused with their mothers, incapa-ble of a constructive partnership, without purpose and meaning, in a complete identity crisis, and completely incapable of accepting any kind of responsibility for their condition. 3.2 What does it mean to work on ourself? All too often, “working on ourself” is equated with talking and making recovery plans (Galimberti 2019, 28-29; Rugelj 2008, 110). However, in this way, we seem to be moving further away from (or at least not closer to) the goal of “knowing myself”, of seeing “who I am”. Clinical experience in my work with addicts and people in existential vacuum in SAM and a diverse body of literature (Fromm 1987; Hafner and Ihan 2014; Perko 2011; Peterson 2018; Rugelj 2008; Verhaeghe 2016; Žorž 2007), clearly show that people only begin to know themselves when they have sufficient-ly activated themselves. Usually, when they are involved in some sufficiently hard and strenuous work, which gives them the ability/capacity to free themselves, stand on their own feet, gain mean-ing and some basic satisfaction (Rugelj 2008, 110). They start to self-actualise, which can later lead to self-fulfilment, but the reverse is of course not possible (Frankl 2014, 52-53, 2005, 115). Frankl 16 ask the wrong questions, namely: “Why is someone bad? By the natural law of entropy, we know w N edA that you don’t have to do anything to be bad, to make a thing go towards destruction. It happens by L S PrCIE itself. The author argues that the right question to ask is: “What do those who are good do?” Because o ceN being good means that we have to do something and that we do it right (ibid.). edTIF ingIC C Mikuž-Kos (2022) also believes that something is not right, because despite the increasing number s BoO of professionals (psychologists, psychotherapists, social workers, social educators, etc.) on the other N okFE hand, the number of people with mental health problems is growing every year. Most people have R : EEN capacities (within us) that enable us to be better (Flajs and Možina 2022; 72 Mikuš Kos 2022). They from it. The author is convinced that self-fulfilment can only be achieved through a commitment to er-R RN evAT a meaningful personal task. Similarly, Peterson (2018, 106-108) claims that psychologists too often ieIO the fulfilment of meaning. The more one strives for self-actualisation, the further one moves away Pe INTE (2014, 53) also argues that self-fulfilment is not one’s original intention, but is primarily an effect of U CE I D just need to be activated. This is best achieved by providing opportunities for education, socialis- CA T'S A ing with peers, leisure activities, leisure interests, sporting activities, etc. (ibid.). This applies to chil- TIONB dren, young people and adults alike. We do quite the opposite, labelling and diagnosing (Mikuš-Kos AOU N 2022; Verhaeghe 2016,196).T P D MEO Recently, self-improvement has been increasingly emphasised alongside self-discovery (Verhae- ENPL TAE 2 ghe 2016, 82). The author points out that not long ago it was fashionable to search for the self, to L H discover the true self, the authentic self, which is almost impossible to do at home, one has to go to 02 EA4 India, Nepal, at least, or, in the absence of resources, at least use mind-expanding substances. Today, LT–2 H02 however, the main goal has become to maintain and acquire a youthful body - be beautiful and 5 attractive forever young, if gyms are not enough, there is Botox and cosmetic surgery (ibid.). We are thus discovering less and less about our personality and more and more about self-improvement, which the author links to the huge increase in psychological disorders, from self-harm, eating disor-ders, depression to the personality disorders that are so common and so characteristic today. 3.3 But what is required and what do we need to do to know who we are and to find ourselves? One never knows oneself by observation alone (Rugelj 2008, 95). In order to know who you are, you have to do your duty (ibid.). Duty is nothing else than what your daily and occasional situation requires of you (ibid.). This in turn is inevitably linked to meaning (Frankl 2014, 52; Rugelj 2008, 95-98). People in distress often mistakenly believe that they will first passively find some meaning and then activate themselves (ibid.). Peck (1991, 12) argues that life has meaning precisely because of problem solving. Today, most people do not seem to understand this any more. When we solve problems, we grow spiritually and mentally (ibid.). In life, however, we avoid problems if we can, and so we lose our sense of being and stagnate (ibid.) It seems that after a few years of such stagna-tion, we don’t even want to know who we are anymore! Furthermore, it is good to bear in mind that man is not made for inactivity, he is driven to transform the world, not the other way around (Fromm 1987, 22). The author further argues that every in-dividual has the capacity to direct his will towards a goal and to persevere in doing so - to sustain the effort until it is achieved. He can be said to be active and potent. In so far as, through weakness, incompetence, inability to delay gratification, low frustration tolerance, inability to suffer legiti-mately, lack of meaning, etc., such individuals, today, most often become depressed, quickly turn to alcohol, marijuana, become promiscuous, etc. (Galimberti 2009; Kristovič, 2013; Perko 1998, 2013). Fromm (1987, 22) sees the solution to the problem in joining a group that has power and identify-ing with it. To become part of those who act (ibid.). Groups with a healthy core, with acting individ-uals, undoubtedly have this power. 3.4 Discipline, order and rules, and the acceptance of freedom and responsibility as tools to know who we are and to find ourselves The concept of discipline, order and rules is very important for people in need, and there is so much resistance to it today (Perko 1998, 2017, 2022a; Rugelj 2008;). However, it is often discipline, or-der and rules that are the key to solving the problems of people who come to us for help (Perko 2011, 2013, 2022b; Rugelj 2008;).The concept of discipline, order and rules is a key to solving the problems of people in need. For example, Peterson (2018, 143) argues that if you want to order 17 er-R R true time and time again in clinical practice in the context of communes and SAM. Thus, we can fur-N ev AT ther fully agree with Peck (1991, 12) that order, discipline and rules lead us to the only sustainable ie IO Pe IN discipline solves a few problems, a lot of discipline solves all problems. The latter proves to be very TE the world, you must first have a tidy and orderly room, and Peck (1991, 11), who states that a little w N way of life, where we are able to delay gratification, distribute suffering and enjoyment by doing ed A L S Pr the things that are tiring and difficult first, which in turn makes us happy. Eldrege (2021, 87) believes CIE o that even a boy must be aware that life is hard. For until he, as a man, can come to grips with the fact ce N ed that life is hard, he is constantly chasing after the wrong things. So he spends all his energy trying to TIF ing IC C make life comfortable, pleasant, which is not the way a man should spend his life (ibid.). s Bo ON In the search for ourself, we must also necessarily touch upon the relationship to freedom and re-ok FE R sponsibility. Frankl (2014, 82) states that to be human is to be responsible, because only in this way : E EN D can you also be free. Moreover, freedom without responsibility cannot exist (Frankl 2014, 65; Cigoj U CE I 2022). Today, it seems that we are less and less aware of this, and that young people (and increas-CA T'S A TION ingly older people too) only want to be free. Cigoj (2022, 23) states that freedom without responsi-B A O bility is an untenable state, full of violence (against oneself, others, nature or things) chaos and col-U N T P D lapse. Responsibility brings us closer to the truth and allows us to act more correctly and to change M EO ourselves and reality. Freedom offers the potential to act, to change, and responsibility ensures that EN PL TA E 2 this is objectively best done (well, beautifully, qualitatively and justly) (ibid.). L H 02 Žorž (2013, 67) argues that a person can freely choose only among the options of which he or she is EA 4 aware, which is only a few percent of our agency (but more than enough, and for many far too much) LT –2 H 02 and argues that awareness is a precondition for human freedom. The essence of human freedom is 5 to choose between the possibilities offered by one›s environment and to create new possibilities oneself. Freedom is also about taking responsibility for one›s choices. The author goes on to argue that we are not completely free and that our choices are not independent of our environment. By taking responsibility, we can expand our consciousness, become aware of many things that were previously unconscious and thus have a wider range of free choices (ibid.). Above all, responsibility enables us to solve problems, to solve the everyday tasks that life throws at us on the way to self-knowledge. We can only solve a problem/task if we take responsibility, i.e. if we say to ourselves: «This is my problem» (Peck 1991, 24). The author further argues that if we do not take responsibility for our problems, we are, above all, running away from freedom. It seems that in today’s society we have fewer and fewer individuals who are able to take responsibility, to confront the problem, to endure legitimate suffering and ultimately to find an appropriate solution. As has already been said, this is the only sustainable way of life, a way that brings satisfaction, happiness, mental health (Peck 1991, 14). A further problem is that it is virtually impossible to help those who are unwilling to take responsibility for their own healing (Hafner and Ihan 2014, 26-27). It is not difficult to take the idea in the direction that, as a consequence, there are nowadays more and more few mentally stable, healthy individuals, and it should not surprise us that, despite the growing number of professionals, there are more and more mental health problems. 3.5 Finding ourself and general activation in a group with a healthy core We see, then, that on the path of self-knowledge it is absolutely necessary to take responsibility, which requires discipline (the postponement of gratification, which must be inculcated in the child by the parents, but is much more difficult later on), which makes it possible to endure legitimate (justified) suffering, at the end of which a “reward” awaits us. It is only by accepting responsibility and discipline that we do not run away from the freedom of choice in decision-making, which is particularly pronounced in cases where the decisions are painful and unpleasant (Peck 1991, 32). In this way, we can better understand why the therapeutic process, especially if we want to know who we are and to find ourselves, requires much more than classical psychotherapy, which is largely focused on talk. Ihan and Hafner (2014, 26-30) believe that effective personality therapy should help the patient to acquire new skills and habits and at the same time develop his/her psychophysical capacities to grow into a more stable, coherent, active and satisfied person. They also believe that just changing your mind will not be enough. The authors state that even small changes (starting to run regularly) require effort and are associated with pain, which few people can consolidate to the point where 18 Hafner and Ihan (2014, 39) suggest that it is good that at some point the proverbial medical wari w N - edAL S ness of interfering in the lives of their patients stops and that the doctor clearly states what he or she PrCIE o thinks about the patient’s problems and where he or she sees the way to a solution, especially if he ceN ed or she has the knowledge, skills, etc. It would certainly be worth thinking about this in the field of TIF ingIC C psychotherapy too. Especially in the light of what Flajs and Možina (2022, 91) state, that the thera - s BoO pist encourages the client to try out new things outside the sessions, by working together to design N okFE tasks that help the client to continue to learn about himself and to change his patterns of thinking, R : EEN feeling and behaving. The authors further state that therapy will hardly be successful if the client is pain, sacrifices and efforts are meaningful, which is best ensured by his/her example and a group er-R RN evAT with a healthy core (Hafner and Ihan 2017; Perko 2011, 2013; Rugelj 2008). ieIO even more difficult with major changes! Above all, the therapist must be the guarantee that all the Pe INTE it becomes a lasting habit and need without a ‘coach’ and involvement in a group. Of course, this is U CE I D not willing to actively work on him/herself and make changes in everyday life. It is also a fact that CA T'S A the client is the protagonist, the motor and the actor of therapeutic change and if he/she manages TIONB to activate his/her abilities, resources and strengths in his/her everyday life to make the changes AOU N he/she wants, this contributes to the effect of the therapy as much as 87 % of the success (Flajs and T P D M Možina 2022, 84).EO ENPL Given these facts, it is expected that the effectiveness and outcome of psychotherapeutic treatment TAE 2 L H of young people in existential vacuum and identity crisis, will be much better if they are properly 02 EA4 activated through running, reading, hiking, journaling, regular employment, regular morning ex- LT–2 H02 ercise, etc.5 4 CONCLUSION We can conclude that, however we develop our thinking and draw on more recent findings, not much has changed, at least in the last few decades (and probably before). Whenever we think of a person finding himself, knowing who he is and working on himself, we can see that it is mainly those who do the tasks of their life who succeed. These are (Jung, 2021; Erikson 2015, Hafner and Ihan, 2014): to separate from parents, to contribute to the community, to cultivate a social life, to have children, to find meaning and, finally, to die. Today, this seems outdated, but that does not mean it is not relevant. In clinical practice, it is quite evident that it is precisely those individuals who do not perform these tasks who have difficulties in knowing and finding themselves. They refer to total and infinite freedom, which in the (not so) long run brings depression, anxiety, various addic-tions, and, above all, existential emptiness, hopelessness, apathy, and helplessness. Given that the client influences the therapy through the quality of his/her participation and that most of the chang-es occur between psychotherapy sessions (Flajs and Možina 2022, 87-95), it seems understandable and necessary to activate clients in an appropriate all-round way, preferably by the therapist’s ex-ample and with the help of a group with a healthy core. 19 Pe REFERENCES IN TE er 1. Benedik, Emil. 2019. Osebnost med zdravjem in boleznijo: psihološko razumevanje, ocenjevanje in -R R N zdravljenje motenj osebnosti. Ljubljana; Vienna: Sigmund Freud University Press. ev AT ie IO w 2. Blatch, L. Magor, Navjot Bhullar, Bronwin Thomson and Ejnar Thorsteinsson. 2014. A systematic N ed A L S review of studies examining effectiveness of therapeutic communities. Therapeutic Communities Pr 35(4): 168–184. o CIE ce N ed 3. Cigoj, Jani. 2022. Razvoj zavesti : novo razumevanje procesov, ki gradijo boljše življenje in boljši svet. 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Celje: Društvo Mohorjeva družba. 21 w N edAL S Pr SLEEP AND ITS IMPORTANCE FOR o CIE ce N MENTAL HEALTH IN UNIVERSITY STUDENTS: ed TIF ing IC C ANALYTICAL CROSS-SECTIONAL STUDY s Bo O N FE ok R Adelina Kakija, PhD, Lecturer : E EN D er-R RN evAT ieIO Pe IN Published scientific conference contribution TE 1.08 Objavljeni znanstveni prispevek na konferenci A BOU NT P D ABSTRACT M EO EN Seeing that the number of attendance in the first hours of university lectures was limited, fol-PL TA E 2 lowed by loss of attention and general fatigue for the next hours, intrigued the initiative to un-L H CA University “Luigj Gurakuqi”, Albania T'S A TION U CE I Denalda Bashota, psychologist, Student Masters EA 024 dertake a study about this phenomenon. The Pittsburgh Sleep Quality Index (PSQI) is a self-as-–2 LT sessment questionnaire which indicates sleep quality and disturbances within an interval of 1 H 02 month. General Health Questionnaire is a mental health instrument which contains 12 items that 5 designate respondent’s psychological distress. The study is an analytical cross-sectional study with self-report questionnaires as main measuring instruments. The number of participants con-sists of 226 students of Shkodra (N=226). From the data collected the global PSQI mean score was 8,38 (Mean=8,38), that shows a “poor” sleep quality among students. The total GHQ-12 mean score resulted 14,78 (Mean=14,78), which indicates signs of psychological distress in students. To observe if sleep disturbances and psychological distress are correlated, Pearson’s Correlation was calculated with a result of approximately 0.42 (r=.419; p<0.05). Other statistical calculations where applied such as Reliability (Cronbach’s α =.703 for PSQI; Cronbach’s α=.87 FOR GHQ-12) and Internal Validity (KMO Bartlett test value=.73 for PSQI; KMO Bartlett test value=.86 for GHQ-12). Keywords: sleep, mental health, students, psychological distress, disturbance 22 1 INTRODUCTION Pe INTE In the dynamic realm of academic life where students often find themselves taken away by the re - er -RRN sponsibilities and continuous curricular work, the importance of sleep is often overshadowed by the evAT ieIO desire of achieving the required results meanwhile maintaining an active social life. wN edA Studies have shown that the lack of sleep and poor sleep quality are associated with increased lev-L S PrCIE els of stress, anxiety and depression in university students. This can lead to further problems such o ceN as memory loss, difficulty learning and concentrating, behavioral problems and reduced academic edTIF performance. So, promoting healthy sleep and raising awareness about its importance in the lives ingIC C determining memory loss, which could aggravate in much more serious conditions such as Alzheim- : E EN D UCE I CA er’s. There have also been studies that emphasize that a bad sleep routine can invest also in imbal-T'S A TION anced eating habits, which can result in excessive weight gain, or loss. (Walker 2017, 11). Lack of A sleep routine that includes less than six or seven hours a night destroys the human’s immune sys- ok FER tem, consequently increasing the risk of different diseases. Insufficient sleep plays a key role also in of university students is essential to maintain mental health and improve academic performance. s Bo ON sleep is an important predictive factor for the occurrence of mental illnesses such as depression, A BOU NT P D M anxiety and psychoses (Wong et al 2019)EO ENPL Scientific research has demonstrated that insufficient sleep leads to impairments in both neurobe - TAE 2 L H havioral functions, such as alertness, and neurocognitive abilities, like mental speed (Dinges 2012). 02 EA4 Recent findings suggest that these deficits worsen progressively with repeated reduction in sleep LT–2 H duration over consecutive days (Dinges 2012). Concurrently, epidemiological studies have linked 025 self-reported shorter sleep durations and disrupted sleep patterns with increased risks of obesi- ty, illness, and mortality. Given the growing body of evidence highlighting the negative impact of sleep deprivation on behavior and health, it prompts the question of how individuals manage fre-quent sleep restriction. If university students take measures to ensure sufficient and good quality sleep, they can benefit from more energy, consolidation of learned information, reduced stress and increased capacity to concentrate. This can lead to better academic results, deeper knowledge, better stress management skills and an overall sense of well-being. In students, having a proper nap may have positive effects on the formation of memories. Moreover, it helps store information, sleep may also promote the flexible combination of information and thereby contribute to insightful behavior. (Meerlo and Ben-ca 2015, 7). Followed by high expectations, often holding a healthy sleep routine might be quite difficult for students. There’s a connection between sleep and brain plasticity. Scientific evidence highlights the impor-tance of sleeping in improving brain adaptability and regulating synapses, which are essential for overall brain function (Frank and Benington 2006, 477-488). There have been a lot of discussing about how sleep can affect also memory consolidation. Sleep helps consolidate information and improve memory. Studies have shown that getting enough sleep after studying or before tests im-proves both long- and short-term memory (Stickgold and Walker 2013) Sleep has a positive impact on concentration, creativity and cognitive performance. A good night’s sleep helps the brain function at its highest level and allows for deeper insights, problem solving and the ability to make big decisions. Sufficient and good sleep might improve memory consolida-tion, concentration and cognitive abilities (Diekelmann and Born 2010) Therefore, understanding the importance of sleep for the mental health of university students and raising awareness about good practices for healthy sleep can contribute to improving the mental health and academic performance of university students. Data collected will show us a clear view of sleep routine of university students in Shkodër, and how it affects mental health and academic performance. 1.1 Purpose and goals Purpose: The purpose of this paper is to investigate and analyze the importance of sleep for mental health of university students in Shkodër, Albania, and to explain how lack of sleep can affect mental health and academic performance. 23 er TE-RRN dents. ev AT 2. To understand sleep patterns among students and what might be the consequences. Pe IN 1. To analyze the relationship of sleep with mental health and brain functioning in university stu-Goals: ie IO wN edA 3. To identify the factors that influence the quality and quantity of sleeping in university students. L S Pr 4. To assess the consequences of sleep deprivation in university students on academic performance o CIE ce N and mental health. ed TIF ing Hypothesis IC C ok FE habits as measured by the Pittsburgh Sleep Quality Index (PSQI). Specifically, we hypothesize R : E s Bo O 1. Considering the low participation in morning lectures, university students exhibit poor sleep N U CE I quality on the PSQI questionnaire. CA D EN that the majority of university students will score above the cutoff point indicative of poor sleep TION T'S A 2. There exists a positive correlation between scores on the Pittsburgh Sleep Quality Index (PSQI) A BO and the General Health Questionnaire-12 (GHQ-12) among university students. We hypothesize U N T P that higher PSQI scores, indicative of poorer sleep quality, will correlate positively with higher D M EO GHQ-12 scores, indicating greater psychological distress and poorer mental health among uni-EN PL versity students. TA E 2 L H 02 EA 4 LT –2 2 METHODOLOGY H 02 5 Main research method that was used is an analytical cross-sectional study. According to Schmidt and Brown (2019) an analytical cross-sectional study is a quantitative study, that does not include experimental conditions. Data collection consists in gathering information at one point in time. (Schmidt and Brown 2019, 206). The main purpose of an analytical cross-sectional study is measur-ing the connection that exists between a certain condition and the exposure that a certain part of the population has towards that condition. To gather data from the population that is targeted as part of the study, surveys and questionnaires are used. (Schmidt and Brown 2019, 207) For our study there were used two main instruments to measure sleep quality among university stu-dents, in “Luigj Gurakuqi” university in Shkodër, and another instrument to measure general mental health. Both surveys were applied at one point in time with the purpose of understanding the rela-tionship between poor sleep habits and psychological distress among students. 2.1 Instrument PSQI- Pittsburgh Sleep Quality Index – Developed by David J Buysse (1989) and his colleagues the Pittsburgh Sleep Quality Index is a self-report instrument that measures overall sleep quality in 1 month period of time. It consists in 19 items measured by Likert Scale (scored from 0-3) resulting in one global score (Buysse et al 1989). According to the item’s similarity, there are seven main com-ponents: subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency, sleep dis-turbances, use of sleeping medication, and daytime dysfunction. Each of these components offer a general overview on individual sleep routine and quality. Scores can vary from “0-21”, lower scores are indicative off a better sleep quality, as higher scores imply poor sleep habits. This instrument is widely used from clinicians and professionals to measure sleeping habits among patients but not only. The questionnaire was applied in its original form, with no moderations. Internal validity was calculated resulting in a value of 73% of internal validity (KMO Bartlett test value=.73). While Relia-bility with a coefficient of Cronbach’s α =.703 (p=0.01) General Health Questionnaire (GHQ-12)- Is another self-report questionnaire that was originally de-veloped by Goldberg in the 1970s as unidimensional (Goldberg 1972), to measure general mental health and signs of psychological distress. There are several forms that differ from the number of items that compose the survey. The questionnaire that was applied had a total number of twelve items. The scoring method might differ according to the type of survey, the method that was used was scoring according to Likert scale from a range 0 to 3, adapted also with the first questionnaire. Because of its compactness, the GHQ-12 is one of the most used instruments for detecting psycho-logical distress in non-clinical frames (Hankins 2008; Tomás et al. 2017). 24 2.2 Data collection w N edAL S Pr The data collection was carried out through the Google forms platform. Questionnaires were dis- oCIE tributed online in October 2023 until November 2023. Main target group was the University stu- ceN ed dents, in all faculties in Shkodër. The selection was done without prearrangement. Each faculty was TIF ingIC C contacted through professors who contributed in the distribution of surveys. A session of informa- s BoO tion about the study and the instruments that are used was made in each faculty, explaining the N okFE nature and importance of the study, instructions on how to complete the survey and other necessary R : E Internal Validity and 86% of reliability (KMO Bartlett test value=.86; Cronbach’s er α =.87)-R RN evAT ieIO intense psychological distress. Internal validity and Reliability for GHQ-12 were generated as 87% of Pe INTE The total score generated by the survey has a range from 0 to 36. High scores are an indicator of information’s related to the research. Every response was recorded through google forms, all ques- EN D UCE I tions were demanded to answer in order to submit the survey. The email addresses for problems CAT'S A that may arise while filling out the questionnaire have also been set. Data was gathered and kept TIONB safe in the google forms platform. A copy of responses was downloaded from the platform, and was AOU NT P followed by a statistical analysis through IBM SPSS Statistics 20 version program. D MEO EN 2.3 Ethical considerationsPL TAE 2 L H Anonymity was preserved for all the data that was gathered. Every respondent voluntarily agreed 02 EA4 to be part of the study through an informed consent section before completing the survey. All par- LT–2 H02 ticipants are above the age of eighteen. Every response was kept secure and was only accessible to 5 the researchers responsible for study. 3 RESULTS General results: In a total number of 226 participants (N=226), 120 were female students and 106 were male students. Around 64% aged 18-20 years old, 25% aged 21-23 years old, 8% aged 27 years old and above and around 2% aged 24-26 years old. According to the field of study, the majority of respondents study in the field of psychology, this is also due to the higher accessibility in this particular department. Distribution of participants accord-ing to their field of study is presented above. Table 1: Participants according to their field of study Field of Study Frequency Percent Valid Percent Cumulative Percent Psychology 65 28.8 28.8 28.8 Social Work 52 23.0 23.0 51.8 Nursery 34 15.0 15.0 66.8 Early Childhood Education 6 2.7 2.7 69.5 Physiotherapy 7 3.1 3.1 72.6 Art 15 6.6 6.6 79.2 Literature 7 3.1 3.1 82.3 Valid Music Education 6 2.7 2.7 85.0 Mathematics Educations 3 1.3 1.3 86.3 History Education 3 1.3 1.3 87.6 Finance 7 3.1 3.1 90.7 Foreign languages 13 5.8 5.8 96.5 Justice 7 3.1 3.1 99.6 22.00 1 .4 .4 100.0 Total 226 100.0 100.0 25 er-R R questions rated from someone else’s point of view (roommate or bedmate if the person has one). N ev AT Global PSQI score is calculated by considering the seven main components. Mean score for global ie IO Pe IN formula suggested by authors. The instrument consists in 19 questions that are self-rated and 5 TE For each survey Global score for Pittsburgh Sleep Quality Index was calculated following the main w N ed PSQI score for university students, was 8,38 (Mean=8,38), that shows a tendency towards “poor” A L S Pr sleep quality among students (M> 5) CIE o ce N Followed by global score of PSQI, the mean score for GHQ-12 was 14,78 (Mean=14,78) indicating ed TIF signs of psychological distress among university students. ing IC C s Bo O To calculate the correlation between them, we used Pearson’s correlation with a result of a coeffi-N cient of approximately, 0.42 (r=.419; p<0.05). ok FE R : E EN D Table 2: Pearson’s Correlation U CE I CA T'S A TION Correlations B A O sumghq sumpsqi U N T P D M Pearson Correlation 1 .419 ** EO EN PL sumghq Sig. (2-tailed) .000 TA E 2 L H 02 N 226 226 EA 4 LT –2 Pearson Correlation .419 ** 1 H 02 5 sumpsqi Sig. (2-tailed) .000 N 226 226 **. Correlation is significant at the 0.01 level (2-tailed). 4 DISCUSSION Hypothesis 1: Considering the low participation in morning lectures, university students exhibit poor sleep habits as measured by the Pittsburgh Sleep Quality Index (PSQI). Specifically, we hypoth-esize that the majority of university students will score above the cutoff point indicative of poor sleep quality on the PSQI questionnaire. This hypothesis suggests a relationship between low participation in morning lectures and poor sleep habits among university students, as measured by the Pittsburgh Sleep Quality Index (PSQI). The hypothesis main purpose is understanding how sleep plays a crucial role in cognitive function and academic performance. Students who exhibit poor sleep habits are likely to experience diffi-culties in concentration, memory consolidation, and overall academic engagement, leading to re-duced participation in morning lectures. The hypothesis was statistically tested using the PSQI questionnaire to measure sleep quality among university students. The results of the analysis revealed a significant mean global score in a value of 8,38. According to the authors of the PSQI, a total score above 5 typically indicates poor sleep quality (M>5). According to the results we can say that the hypothesis is proved. Hypothesis 2: There exists a positive correlation between scores on the Pittsburgh Sleep Quality Index (PSQI) and the General Health Questionnaire-12 (GHQ-12) among university students. We hypothesize that higher PSQI scores, indicative of poorer sleep quality, will correlate positively with higher GHQ-12 scores, indicating greater psychological distress and poorer mental health among university students. The hypothesis suggests the existence of a positive relationship between scores on the Pitts-burgh Sleep Quality Index (PSQI) and the General Health Questionnaire-12 (GHQ-12) among university students. The Pearson correlation coefficient (r) of 0.419 indicates a moderate positive correlation between PSQI scores and GHQ-12 scores among university students. This suggests that as PSQI scores, which reflect poorer sleep quality, increase, there tends to be a corresponding increase in GHQ-12 scores, indicating greater psychological distress and poorer mental health. 26 There have been similar studies indicating the importance of sleep and how it contributes in wors- w N edAL S ening general mental health. A study made in Italian universities, concluded that 62% of the partic - PrCIE o ipants reported poor sleep quality. Controlling for psychological distress, sleep quality components ceN ed were found to be associated with physical and mental health. Mediation analysis showed that over-TIF ingIC C all sleep quality mediated all the single associations between anxiety, depression, and stress and s BoO Health-related quality of life (Carpi and Vestri 2022). According to another study made by Steven P. N okFE Gilbert and Cameron C. Weaver (2010) there was a significant negative correlation between global R : EEN score on the Pittsburgh Sleep Quality Index and grade point average supporting the hypothesis that support to the hypothesis that there exists a positive correlation between sleep quality and mental er-R RN evAT health among university students. As a result we can say that the hypothesis is proven to be right. ieIO served between PSQI and GHQ-12 scores is unlikely to have occurred by chance alone. This lends Pe INTE The fact that the correlation coefficient is significant (p<0.05) indicates that the relationship ob- U CE I D poor sleep quality is associated with lower academic performance for students that had no clinical CA T'S A mental health issues. Research indicates that most students generally sleep adequately but often TIONB experience sleeplessness stemming from academic pressures and social engagements, leading to AOU N early awakenings. (Sawicka and Małgorzata 2022)T P D MEO Lack of sleep could also possibly raise the risk of developing mental health disorders. Individuals ENPL TAE 2 who do not experience depression but suffer from insomnia are twice as likely to develop depres - L H sion as those without sleep problems (Baglioni et al 2011). 02 EA4 LT These findings have important implications for both academic institutions and student well-being. –2 H02 They highlight the need for interventions to address sleep-related issues among students, such as 5 promoting healthy sleep habits, providing resources for sleep education, and adjusting class sched- ules to accommodate students’ sleep patterns. Additionally, the results highlight the importance of considering sleep quality as a factor influencing academic performance and student general well-being. It’s important to highlight some effective ways that we could improve in the future in order to help students such as: 1. Education and outreach: providing education and outreach to students about the importance of sleep and the impact of lack of sleep on mental health and academic performance. This can be done through awareness raising, seminars and educational materials. 2. Create a supportive sleep environment: encouraging the creation of a supportive sleep environ- ment in the university environment, including supportive sleep policies in student residences, quiet sleep spaces, and help with stress management. 3. Promoting healthy sleep behaviors: encouraging students to develop healthy sleep behaviors. 4. Professional consultation and assistance: providing professional consultation and assistance to students who have sleep problems, including sleep therapists and mental health counselors. It’s essential to acknowledge the limitations of the study, such as the potential for self-reporting bias in the PSQI questionnaire and the need for further research to explore other factors that may con-tribute to poor sleep habits among university students. It’s important to highlight that correlation does not define or imply causation. Even if two variables are strongly correlated, it does not necessarily mean that changes in one variable cause changes in the other. Using different methods and adding more instruments could help gaining more correct and significant results. A greater sample that would include other universities in other cities would be very valuable to the study in the future. 5 CONCLUSION As a conclusion the two hypotheses where proven: first, that university students in Shkodër have poor sleeping habits as a result of high scoring in Pittsburgh Sleep Quality Index, and second, that there is a positive correlation between poor sleep quality and psychological distress. These findings underscore the importance of addressing sleep-related issues in promoting student well-being and academic success. However, further research is needed to explore additional factors and add various methods that can contribute in further results. 27 Pe REFERENCES IN TE er 1. Baglioni, Chiara, Svetoslava Nanovska, Wolfram Regen, Kai Spiegelhalder, Bernd Feige, Chris--R R N toph Nissen, Charles F. Reynolds III, and Dieter Riemann. 2016. Sleep and Mental Disorders: A ev AT ie IO Meta-Analysis of Polysomnographic Research. 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A., Fernandez, C., and Pellegrini, R. J. 2018. “Sleep Duration and Academic Performance Among College Students.” Journal of American College Health 66(2018): 573–580. 11. Lesińska-Sawicka, Małgorzata, and Małgorzata Nagórska. 2022. The Sleep Quality of Uni- versity Students: A Multicenter Study. Kontakt 24 (2022): 147–153. https://doi.org/10.32725/ kont.2022.013. 12. Meerlo, Peter, and Ruth M Benca. 2015. Sleep Neural Plasticity and Brain Function. Springer. 13. Schmidt, Nola A., and Janet M. Brown. 2019. Evidence-based practice for nurses: appraisal and application of research. Burlington, MA: Jones & Bartlett Learning. 14. Stickgold, Robert, and Matthew P. Walker. 2013. Sleep-dependent Memory Triage: Evolving Ge- neralization through Selective Processing. Nature Neuroscience 16 (2013): 139–145. https://doi. org/10.1038/nn.3303. 15. Walker, Mathew. 2017. Why We Sleep: Unlocking the Power of Sleep and Dreams. Scribner. 16. Wang, Xiaofeng, and Zhenshun Cheng. 2020. Cross-Sectional Studies: Strengths, Weaknesses, and Recommendations. Chest 158(1S): S65–S71. https://doi.org/10.1016/j.chest.2020.03.012. 17. Wahyuni, Tutik, and Purwanto, K. 2020. Students’ Conceptual Understanding on Acid-Base Titration and Its Relationship with Drawing Skills on a Titration Curve. Journal of Physics: Con- ference Series 1440 (2020): 012018. Accessed 01.02.2024. https://doi.org/10.1088/1742- 6596/1440/1/012018. 18. Wesensten, Nancy J., ed. 2012. Sleep Deprivation, Stimulant Medications, and Cognition. Maryland: Walter Reed Army Institute of Research. 19. Wong, M. M., Brower, K. J., and Nigg, J. T. 2019. Sleep Disturbance as a Predictor of Psychiatric Di- sorders Across Time: A Systematic Review and Meta-Analysis. Sleep Medicine Reviews 43(2019): 54–67. 28 AUTHOR BIOGRAPHIES Pe INTE Dr. Adelina Kakija is an internal lecturer at the Department of Psychology/Social Work, at the Uni- er -RRN versity of Shkodra “Luigj Gurakuqi”. Co-author of many books and scientific articles used in academic evAT ieIO institutions. Her main areas of interest include: “Psychology in legal institutions” as well as orienta- wN edA tion in the science of “Health Psychology”.L S PrCIE Ba, Denalda Bashota , undergoing student in Master of Clinical Psychology studies. Psychologist and o ceN co-author. edTIF ingIC C ok FER : E s Bo ON D EN U CE I CA T'S A TIONB AOU NT P D MEO ENPL TAE 2 L H02 EA4 LT–2 H025 29 w N edAL S Pr FAMILY OF ORIGIN AND ANGER-CONFLICT o CIE ce N DYNAMICS IN ROMANTIC RELATIONSHIPS: ed TIF ing IC C A SYSTEMATIC LITERATURE REVIEW s Bo O N FE ok R Leina Radusinović, PhD Student : E EN D er-R RN evAT ieIO Pe IN Published scientific conference contribution TE 1.08 Objavljeni znanstveni prispevek na konferenci U University of Ljubljana, Slovenia CE I CA T'S A TIONB AO ABSTRACT U N T P D M This systematic literature review synthesizes findings from 14 key studies exploring the impact EO EN of family-of-origin experiences on conflict and relationship dynamics in romantic and marital re-PL TA E 2 lationships. The selection criteria included studies that examined diverse facets of family-of-or-L H 02 EA 4 igin influences on adult relationships. The selected studies, ranging from early familial interac-LT –2 H 02 tions to intimate partner violence perpetration, collectively highlight the enduring influence of 5 early family environments on diverse aspects of adult relationships. The review underscores the interconnectedness of family-of-origin factors with conflict resolution patterns, marital satisfac-tion, attachment security, and the perpetuation of violence. The synthesis contributes not only to a comprehensive understanding of the intricate links between family-of-origin factors and adult relationship dynamics but also lays the foundation for targeted investigations to further enrich our understanding of these complex dynamics in future studies. Keywords: Family-of-origin, Conflict, Romantic relationship, Marital relationship, Relationship dynamics 30 1 INTRODUCTION Pe INTE Anger is a complex and multifaceted emotion that plays an important role in interpersonal relation- er -RRN ships and aggressive behavior. According to Von Salisch and Vogelgesang (2005; Dewi and Kyra- evAT ieIO nides 2022, 66), chronic anger as a negative emotion is a source of distress in close relationships, of- wN edA ten leading to lower quality relationships and increased expression of aggressive behaviors. Anger L S Pr differs from other aversive emotions such as sadness and anxiety in that it is specifically associated oCIE ceN with social maladjustment and aggressive behavior (MacKenzie et al. 2014, 387). In addition, anger edTIF is often expressed towards close people, including family members, close friends and intimate part- ingIC C ners, as they have immediate access and close contact (Hayes et al. 2021; Slep et al. 2021) which in- s BoON evitably leads to conflict. A conflict can be defined as the process in which one party sees its interests okFER opposed or negatively influenced by another party (Hojjat 2000): (Zacchilli 2009). : EEN D UCE I Conflict between romantic partners is particularly common. When individuals in a romantic relation - CA ship exhibit undue suspicion, jealousy, or sensitivity towards their partner’s actions, it can lead to T'S A TION conflict (Arikewuyo et al. 2020, 360). Conflict in romantic relationships often stems from differences B AOU in opinions, views, beliefs, and ideologies between partners (Arikewuyo et al. 2020, 360). Conflict NT P D M can manifest itself in various forms, ranging from constructive strategies such as compromise and EO EN cooperation to destructive tactics such as criticism and avoidance (Hojjat 2000): (Zacchilli 2009). An -PL TAE 2 ger and conflict dynamics play a central role in the development of romantic relationships. When L H02 people in a relationship experience anger, it is often a sign of unmet needs, unmet expectations, EA4 LT–2 or unresolved issues (Betchen 2023). Healthy relationships involve effective communication, active H02 listening and a willingness to compromise. Conversely, unresolved anger can lead to a toxic cycle of 5 repeated conflict that weakens the emotional bond between partners (Scott 2022). Acknowledging the role of past experiences and communication patterns can be instrumental in breaking harmful cycles of conflict (Gover et al. 2008). The dynamics of anger and conflict in romantic relationships often have roots in the family of ori-gin. Each partner brings with them a unique set of learned behaviors, communication styles, and coping mechanisms acquired during their upbringing (Weigel et al. 2003). These influences, often stemming from the family of origin, play a crucial role in shaping how individuals navigate and express emotions within their romantic relationships (Koerner and Fitzpatrick 2002, 246). The term “family of origin” refers to the family in which an individual was raised and includes all the mem-bers, whether related by blood or not, who played a significant role in the individual’s early devel-opment during infancy and childhood (DeCore and Focht 2019). It is important to understand the impact of family of origin experiences on adult relationships because the early family environment can have a lasting impact on people’s attitudes, behaviors, and expectations in their romantic and marital relationships (Koerner and Fitzpatrick 2002). Anger for instance, is a powerful emotion that may have serious consequences for children (Koss et al. 2011, 36). Anger is easily transmitted to children since they are extremely sensitive to the emotions of adults around them (Koss et al. 201, 36). Children have not completely developed their emotional management abilities, leaving them more vulnerable to absorbing and mimicking the emotions of others (Cummings et al. 2009, 31). Furthermore, children frequently look at adults as role models, copying their actions and emotional reactions (Koss et al. 2011, 37). This imitation consists of both good and negative behaviours, such as anger (Koss et al. 2011, 38). According to studies, marital conflict may be a significant source of anger transmission to children. Empirical studies repeatedly demonstrate that a person’s family of origin has a major impact on the dynamics of anger and conflict in romantic relationships. Koerner and Fitzpatrick (200, 246) discovered that conflict behaviours in adult’s romantic relationships can be shaped by communication patterns in their families of origin. This was confirmed by Benson et al. (1993, 663), who showed how family dynamics like control and fusion can cause higher levels of anxiety and aversive communication in romantic relationships. The long-term effects of fami-ly-of-origin connections, on patterns of marital conflict resolution and hostile conflict in early mar-riage were emphasised by Whitton (2008) and Topham (2005). Together, these studies highlight how crucial it is to take into account one’s family of origin when analysing and resolving anger and conflict in romantic relationships. 31 Pe 2 THE PURPOSE OF THE STUDY IN TE er-R R The purpose of this study is to contribute to the existing body of research on the dynamics of an-N ev AT ger and conflict in romantic relationships through a systematic literature review. While numerous ie IO w studies delve into the origins and management of relationship conflicts, there is a noticeable gap N ed A L S in understanding how individuals’ family of origin influences their approaches to anger and con- Pr flict resolution in romantic partnerships. Existing literature predominantly adopts a psychological o CIE ce N perspective, often overlooking the nuanced familial factors at play. This research aims to address ed TIF this gap by providing a comprehensive overview of recent scientific studies that explore the role of ing IC C family of origin in shaping anger and conflict dynamics within romantic relationships. By synthe s Bo O-N sizing these findings, the study seeks to shed light on the familial components influencing the way ok FE R : E individuals navigate and express anger in their romantic partnerships, ultimately contributing to a EN D U CE I more holistic understanding of relationship dynamics. CA T'S A TION B A O 3 METHOD U N T P D M 3.1 Systematic Literature Review EO EN PL The research employed the systematic literature review method, as the chosen research approach. TA E 2 L H Accordnig to Snyder (2019, 335), this method entails a comprehensive comparison of results from 02 EA 4 both qualitative and quantitative studies, utilizing a qualitative approach. It brings out clear and LT –2 H 02 methodical overview of a specific scientific field by identifying, critically evaluating, and integrating 5 findings from significant qualitative studies addressing a particular research topic (Cooper 2003). To implement this method, a detailed analysis protocol was prepared, and the research material consisted of relevant studies adhering to predefined criteria for inclusion and exclusion from the analysis (Ressing et al. 2009, 458). The outcome was a thorough and systematic review of a sub-stantial number of previously published quantitative and qualitative research pieces in a specific field. Through the integration of findings and perspectives derived from diverse empirical studies, the study aimed to provide answers to research questions in a manner that surpasses the scope of any single study (Snyder 2019, 336). 3.2 Procedure For this study the selected online database among the available ones was Google Scholar because it includes numerous publications which focus on the chosen topic. Next step was to identify the most appropriate keywords and criteria. Time period of a search was 2000-2023. The database was searched with the following keywords: “Anger”, “Conflict”, “”Family-Of-Origin”, “Anger-Conflict Dy-namics”. To capture relevant studies, the following criteria was considered: – The full article presented an original study in English and was published between 2000 and 2023. – The content of article referred to aspects of anger/conflict in romantic relationship and/or influ- ence of Family-Of-Origin on the current romantic relationship. – The study involved individuals examining anger-conflict dynamics in romantic relationships, par- ticularly considering the influence of family-of-origin experiences Articles were assessed based on their title and abstract. For the included articles, full text was re-viewed in order to determine if it was relevant. Following the criteria, final selection of articles was analyzed with the objectives of the research. The process of choosing articles is shown in Figure 1. Figure 1: Search strategy for systematic review 32 4 RESULTS Pe INTE The literature continually highlights the long-lasting effects of the family of origin on a range of er -RRN aspects of adult romantic relationships. Every study gives a unique perspective on the complexity evAT ieIO of intricate interplay between family-of-origin dynamics and adult relationship outcomes. The re- wN edA search findings on the topic can be summarized in the following areas: marital adjustment and con -L S Pr flict resolution, stress spillover and daily life impact, dating violence, impact of childhood experienc - oCIE ceN es on intimate partner violence (IPV) and inter-generational transmission of relationship patterns. edTIF Together, these five areas highlight the complex relationships that exist between experiences from ingIC C one’s family of origin and different aspects of adult relationships. They also shed light on the inter - s BoON actions between different factors that influence marital dynamics, conflict resolution styles, and the okFER generational transference of relationship traits. : EEN D UCE I Table 1: displays the primary characteristics of the chosen studies CAT'S A TIONB Survey (authors, year) Research approach Sample AOU and type of survey and method of data collection NT P D M Koerner and Fitzpatrick (2002) Undergraduated studnets involved in Statistical analysisEO EN Quanitative research romantic relationships (N=260) (questionnaires)PL TAE 2 L H Sabatelli and Bartle-Haring (2003) Statistical analysis02 Married parents of students (N=125) EA4 Quanitative research (questionnaires) LT–2 H02 Topham et al. (2005) Statistical analysis Married couples (N=367)5 Quanitative research (questionnaires) Timmons et al. (2016) Quantitative Married couples (N=114) Diary methodology to investigate research same-day and cross-day links between stress and couple conflict. research Statistical analysis (questionnaires) Karakurt et al. (2013) Quantitative College-aged couples in romantic relationships (N=87) Taft et al. (2008) Statistical analysis Heterosexual couples (N=164) Quantitative research (questionnaires) Reese-Weber and Khan (2005) Late adolescents from intact and Statistical analysis Quantitative research divorced families (N=272) (questionnaires) Hardy et al. (2015) Heterosexually married couples where both partners were in their first mar- Statistical analysis (questionnaires) Quantitative research riage (N = 961) research Statistical analysis (questionnaires) Gover et al. (2008) Quantitative Undergraduate students at two large southeastern universities (N=2541) Dennison et al. (2006) Quantitative Newlywed couples (N=190) Statistical analysis (questionnaires) research Eriksson and Mazerolle (2014) Statistical analysis (interviews and Male arrestees (N=327) Quantitative research questionnaires) Larkin et al. (2010) Statistical analysis ( role-play conflict Young adults (N=38) tasks to elicit behavioral, affective, and Quantitative research cardiovascular responses ) Weigel et al. (2003) Quantitative College students involved in romantic Statistical analysis (questionnaires) research relationships (N=192) research Statistical analysis (questionnaires) Holman and Busby (2011) Quantitative Couples in romantic relationships (N=1,839 couples, 3,678 individuals) 4.1. Marital adjustment and conflict resolution The exploration of marital adjustment and conflict resolution within adult relationships, as brought by studies such as Sabatelli and Bartle-Haring (2003, 166), Topham et al. (2005), Reese-Weber and Khan (2005), and Dennison et al. (2006, 431), reveals the enduring impact of family-of-origin experienc- 33 er-R R fluence marital adjustment, with a notable emphasis on the stronger influence of wives’ experiences. N ev AT Topham et al. (2005) extends this exploration, highlighting the predictive role of family-of-origin var-ie IO Pe IN equation modeling to demonstrate that both husbands’ and wives’ family-of-origin significantly in-TE es on the dynamics of romantic relationships. Sabatelli and Bartle-Haring (2003, 166) uses structural w N iables during engagement on hostile marital conflict several years into marriage. Reese-Weber and ed A L S Pr Khan (2005, 486) adds a contextual dimension, showing that conflict resolution behaviors mediate CIE o the relationship between interparental conflict and conflict resolution within romantic relationships. ce N ed Dennison et al. (2006, 432) investigates the influence of family-of-origin characteristics on marital sat-TIF ing IC C isfaction, emphasizing the potential mediation by conflict resolution styles. Holman and Busby (2011, ok FE relationship quality, were strongly connected to respondents’ and partners’ romantic relationship R : E s Bo O 17) discovered that family of origin characteristics, such as parental marriage quality and parent-child N TION T'S AB 4.2. Stress spillover and daily life impact A O U N T P D U CE I someone is able to handle conflict and achieve marital adjustment in marriage as an adult. CA D EN quality. This shows that the quality of relations within one’s family of origin might influence how well M Some studies have shown how are day-to-day dynamics shaped by family of origin connected to EN EO stress flow in relationship. Timmons et al. (2016) show that stress faced by one partner spills over TA PLE 2 into marital conflicts, affecting both partners. Larkin et al. (2010, 664) indirectly suggest that how L H 02 people respond to conflicts in their daily life is influenced by their family upbringing. Hardy et al. EA 4 (2015, 516) highlight that family experiences directly impact how one regulates his relationships, LT –2 H 02 especially in handling stress. Additionally, Dennison et al. (2006, 432) indicate that family back-5 ground is tied to how satisfied people are in their marriages, potentially affecting how they deal with everyday interactions and stressors in their adult relationships. Together, these findings tell a story of how the lessons from family of origin continue to shape the navigation of the ups and downs of daily life in relationships. 4.3. Dating violence Examining the complex dynamics of romantic relationships, Karakurt et al.’s (2013, 570) study high-lights an important association between dating violence and attachment insecurity. According to the research, those who experience higher degrees of attachment insecurity are more likely to become targets of aggressive dating behaviour. This discovery aligns with the wider storyline presented by Taft et al. (2008, 641), Gover et al. (2008, 1681), and Eriksson and Mazerolle (2014, 955), which highlight the long-lasting influence of early life events, particularly being exposed to violence, on the development of intimate partner violence (IPV). These revelations offer a deep comprehension of the human experience by showing how early attachment affects patterns of violence and conflict in adult romantic relationships in addition to dating dynamics. 4.4. Impact of childhood experiences on intimate partner violence (IPV) In the research by Gover et al. (2008, 1683) the idea of childhood events having a major role in determining an individual’s likelihood for violence in intimate relationship is supported. According to their research, there is a continuous correlation between childhood exposure to violence, such as seeing parental violence or suffering maltreatment as a kid, and participating in violent roman-tic relationships for both men and women. Also, Taft et al. (2008, 642) investigated the influence of early life events on male-to-female psychological and physical intimate relationship abuse in adulthood, including parental rejection, exposure to interparental violence, and childhood physi-cal abuse. Researching the significant influence of early life events on the perpetration of intimate partner violence (IPV) is essential because it brings light to the complex mechanisms of the inter-generational transfer of violence. Eriksson and Mazerolle (2014, 956) conducted a thorough investi-gation of the relationship between male arrestees’ early exposure to violence and their later adult perpetration of violence against intimate partners. The results showed an interesting correlation: males were more likely to act violently in their personal relationships later in life if they had grown up seeing interparental violence. It was surprising to learn that prior experiences of child maltreat-ment did not predict the commission of intimate partner violence (IPV), highlighting the complex and role-specific nature of cross-generational violence transmission. 34 4.5. Intergenerational transmission of relationship patterns maintain their own romantic relationships based on the models and experiences they observed ed NAL S Pr within their family of origin (Koerner and Fitzpatrick 2002, 247). Koerner and Fitzpatrick (2002, 247) oCIE find that people who grew up in families with high levels of conflict and negative communication ceN ed patterns are more likely to engage in destructive conflict behaviors in their romantic relationships. TIF ingIC C On the other hand, individuals who grew up in families with positive communication patterns and s BoON effective conflict resolution strategies are more likely to engage in constructive conflict behaviors okFER haviors, communication styles, and relationship dynamics from one generation to the next within RNAT ev one family (Koerner and Fitzpatrick 2002, 247). This process can affect how individuals form and ieIO w The concept of intergenerational transmission of relationship patterns refers to the transfer of be- TE er -R Pe IN (Koerner and Fitzpatrick 2002, 248). The study suggests that understanding the intergenerational : E EN transmission of relationship patterns can give valuable insights into the factors that affect ones’ be - D UCE I haviors and interactions within their own intimate partnerships. Weigel et al. (2003) study extends CAT'S A current understanding of the intergenerational transmission of relationship patterns. The results TIONB AO imply that children can inherit attitudes, beliefs, behaviours, and relationship outcomes from their U NT P D families of origin, and all of that may then manifest in their adulthood. Weigel et al. (2003) discov- MEO ered that parental divorce and perceived parental satisfaction were connected with the frequency ENPL TAE 2 of specific commitment concepts appearing in family stories. For example, individuals who experi - L H enced parental divorce were more likely to report concepts linked to the instability of relationships, 02 EA4 in contrast to those who saw their parents’ marriage as good were more likely to report concepts as- LT–2 H02 sociated to loyalty to partner (Weigel et al. 2003). The study gives perspectives on how commitment 5 ideas may be created, changed, and regulated by one’s family of origin. It emphasises the need of addressing family of origin aspects in understanding individuals’ attitudes and behaviours in their present romantic relationships. 5 DISCUSSION Using the systematic literature review, five areas related to family of origin and anger-conflict dy-namics in romantic relationships were identified. They are: : marital adjustment and conflict reso-lution, stress spillover and daily life impact, dating violence, impact of childhood experiences on intimate partner violence (IPV) and intergenerational transmission of relationship patterns. Family of origin plays one of the most important roles in individual’s life. It creates foundation for almost every other interaction a child will have in its adult life. The profound impact that family of origin has on the transmission of traits, behaviors, and attitudes related to romantic relasionships marital stability across generations is unquestionable (Amato et al. 2001, 1049). Understanding these dynamics is essential for developing interventions and strategies aimed at breaking the cycle of intergenerational marital instability and promoting healthier family relationships in the future (Amato et al. 2001, 1049). Exploring these topics is significant because it reveals the long-term in-fluence of early life events on adult behaviour, particularly in the context of romantic relationships. Marital adjustment, conflict resolution, and the intergenerational transfer of relationship patterns are all important factors in shaping people’s capacity to handle the difficulties of adult relationships. Anger and conflictive behaviour could be easily passed on to children as a result of a variety of cir-cumstances. First, children learn behaviours and emotional reactions by witnessing and copying their parents. If parents regularly display anger or deal with disagreements in an aggressive way, children are likely to internalise these patterns and repeat them in their own behaviour (Katz et al. 1994; Dadds et al. 1999; Amato et al. 2001, 1050). Also, children don’t have fully developed emotional regulation skills, which makes them more susceptible to absorbing and mirroring the emotions of others (Cummings et al. 2009, 33). Finally, children may perceive anger as a means of gaining attention or taking control in their own lives (Koss et al. 201, 37). It is crucial for parents to be mindful of their own emotional expressions and interactions, especially in the presence of children. By fostering a positive and supportive emotional environment, adults can help children develop healthy emotional regulation skills and coping mechanisms for their future relationships. Addressing and resolving conflicts in a constructive way might significantly reduce the transmission of anger to children. 35 er-R R standing of how family of origin influences one’s behaviour later in adulthood. This study might N ev AT be a starting point for futher research, which would provide deep view of this complex yet undein-ie IO Pe IN ger-conflict dynamics in romantic relationships, but it certanly did brought out valuable under-TE This review didn’t provide much information on the specific relation of family of origin and an- w N ably interesting topic. Given that the majority of research in this field is quantitative, a qualitative ed A L S Pr approach could provide more understanding of the subject. Qualitative methodologies, such as CIE o in-depth interviews or narrative analyses, could capture the true picture of how family-of-origin ce N ed influences contribute to the development and expression of anger in adult romantic relationships. TIF ing IC C s Bo ON 6 CONCLUSION ok FE R : E EN In conclusion, this systematic literature review showed that family-of-origin experiences had a con-D U CE I siderable influence on conflict resolution and relationship dynamics in romantic relationships and CA T'S A marriages. The integration of 14 significant research has revealed the long-term impact of early TION B familial contexts on adult relationships, emphasising the connection between family-of-origin el- A O U N T P ements and conflict resolution patterns, marital satisfaction, and attachment security. The review D M brings out the significance of acknowledging prior experiences and communication patterns in un-EO EN PL derstanding anger and resolving conflict in romantic relationships. Furthermore, it emphasises the TA E 2 L H need for future study to dive further into the varied familial aspects at work, as well as to investigate 02 EA 4 the long-term effects of family-of-origin relationships on relationship dynamics. 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AUTHOR BIOGRAPHY Leina Radusinović, a psychologist with a Master’s in Psychology from the Croatian Catholic Univer-sity, is currently pursuing a Ph.D. in Marriage and Family Therapy at the University of Ljubljana. Her research highlights the significant influence of family-of-origin experiences on conflict resolution, attachment security, and relationship satisfaction in romantic relationships. She applies this exper-tise in her role at the humanitarian organization “Zajednica Susret,” where she provides individual and family counseling, workshops, and collaborates with social welfare centers. 38 UNDERSTANDING SUBJECTIVE WELL-BEING w N edAL S Pr o IN KOSOVO YOUTH: EXPLORING PSYCHOSOCIAL CIE ceN edTIF AND SOCIO-DEMOGRAPHIC FACTORS ingIC C s BoONFE ok Naim Fanaj, PhD, Assoc. Prof.R : EEN Alma Mater Europaea Campus Rezonanca, Prishtina, Kosovo Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO U CE I D OJQ Per Mendje te Shendoshe, Prizren, Kosovo CA T'S A TION Sevim Mustafa, PhD, Assist. Prof.B AOU AAB College, Prishtina, Kosovo NT P D OJQ Per Mendje te Shendoshe, Prizren, Kosovo MEO ENPL Elona Krasniqi, PhD Student TAE 2 L H Palacky University Olomouc, Department of Psychology, Czech Republic 02 EA4 OJQ Per Mendje te Shendoshe, Prizren, Kosovo LT–2 H025 ABSTRACT Background: Subjective well-being (SWB) is a complex construct that is influenced by a variety of psychosocial factors. The aim of this study in Kosovo is to explore how various psychosocial factors—such as cognitive style, hope, social support, coping strategies, and socio-demographic elements—interact with SWB among the youth. Methods: In a cross-sectional study, 490 individuals between 15 and 23 years old took part (Mage=19.06; SD=4.17). These participants went through a series of assessment tools includ-ing the Adult Hope Scale, the Brief COPE Scale, the Oslo 3-item Social Support Scale, the WHO-5 Well-Being Index, and the Cognitive Reflection Test. Results: A score below 13 indicating poor wellbeing is found in 26.9%. The study found signifi-cant correlations between WHO-5 Well-being Index scores and various factors: the social support scale (r = .288, p < 0.00), CRT score (r = -.098, p < 0.04), Problem- focusing Coping (r = .137, p < 0.03), Adult Hope Scale agency thinking (r = .352, p < 0.00), Adult Hope Scale pathway thinking (r = .370, p < 0.00), Adult Hope Scale total score (r = .351, p < 0.00), and Dysfunctional Coping (r = -.210, p < 0.01). Multiple linear regression indicated that gender, CRT scores, social support, dys-functional coping and Adult Hope Scale in total were predictors of reporting SWB. Conclusions: Specific psychosocial elements, particularly the availability of social support, the use of coping mechanisms, and certain aspects of hope, have a substantial impact on the SWB of Kosovo’s youth; with potential implications for addressing these factors. Keywords: Subjective well-being, Psychosocial factors, Demographic factors, Adolescent, Kosovo 39 Pe 1 INTRODUCTION IN TE er Dursun (2021, 31) stated that Well-being is often used to encompass life satisfaction, positive men--R R N ev AT tal health, and general happiness. However, there isn’t a universally accepted definition for Subjec-ie IO w tive Well-being (SWB) among scholars. Based on Diener (2006, 399), Subjective well-being (SWB) N ed A L S represents the an assessment individuals make about their lives, encompassing cognitive and af- Pr fective dimensions (Diener et al. 2003, 404). It’s the amalgamation of subjective evaluations in-o CIE ce N volving life satisfaction, emotional responses, and the overall perception of life, including specific ed TIF facets like health, work, and relationships (Brajša-Žganec et al, 2018, 48). For, Lopez and Snyder ing IC C (2011, 69), also this construct delineates the holistic view of an individual’s contentment, consid-s Bo O N ering both emotional and cognitive evaluations; characterized by positive emotions outweighing ok FE R : E negative ones, a favourable assessment of life, and a sense of satisfaction (Diener et al. 1999, 277). EN D U CE I Also, SWB spans beyond mere happiness, containing a person’s overall mental and emotional well-CA T'S A ness (Weare 2015, 12), crucial for fostering healthy and productive societies (Das et al, 2020, 2). In TION B the context of defining coping, the prevailing description often includes the intentional strategies A O U N (cognitive and behavioral approaches), that individuals utilize to effectively manage and navigate T P D M through challenging and stressful situations (Folkman and Moskowitz 2004; 747, Lazarus and Folk-EO EN man 1984). It involves a series of thoughts, emotions, and actions aimed at managing the challeng-PL TA E 2 es and demands perceived as stressful, with the goal of safeguarding oneself from psychological L H 02 distress (e.g. Skodol, 2010, 159). Regarding coping style, shcholars state that denotes an individu-EA 4 LT –2 al’s habitual approach or general manner of dealing with various stressful life events. Hope is de-H 02 fined as construct who embodies a fundamental cognitive-motivational factor, encompassing both 5 belief and expectation in achieving desired goals (Snyder et al. 1991, 571). It involves the fusion of pathway thinking (the perception of finding routes to goals) and agency thinking (the motivation to utilize these routes) (Snyder 2002, 250; Snyder & Lopez, 2007, 189). Essentially, hope represents the collective perceived capabilities to create pathways toward desired objectives, coupled with the motivation to actively pursue and utilize these pathways (Snyder 2002, 250). Hope serves as a psychological strength, fostering resilience and positivity amid challenging circumstances, enabling individuals to maintain positive expectations and confidence in reaching their goals (Fredrickson 2001, 218). Social support can be encapsulated as the presence of individuals within one’s social network who offer emotional, informational, and practical resources during challenging times (Co-hen 2004, 676). It encompasses aid and assistance from family, friends, neighbors, and others, serv-ing as a multifaceted network of interactions that individuals can rely on for various forms of help and assistance (Schwarzer, Knoll, & Rieckmann 2004; 159). Subjective Well-being contributing factors At an individual level, various factors contributing to one’s sense of well-being have been exten-sively explored (Brajša-Žganec et al. 2018, 48). These encompass elements such as gender, age, income, employment status, education level, marital status, personality traits, health conditions, and individual as well as social behaviors (Brajša-Žganec et al. 2018, 48). However, existing re-search presents inconsistencies regarding the impact of gender on subjective well-being (SWB) (Brozi 2018, 36; Das et al. 2020, 18). Studies have identified specific coping strategies associated with higher levels of SWB, particularly problem-focused coping (Diener et al. 1999, 278). Fischer et al. (2021, 3415) noted limited exploration of the relationship between coping strategies and SWB in the general population, yet observed generally positive associations with SWB for actions directed at solving problems, active coping, and planning. Chen (2016, 378) emphasized the sig-nificance of coping styles in predicting SWB. When it comes to studies on cognitive thinking styles in relation to SWB, we’ve noticed a lack of them or that many have used different terminology and categorizations. For example, Muyan-Yilik, M., & Demir, A. (2020) found that cognitive flexi-bility failed to have direct effects on subjective well-being. In, overall, the relationship between thinking style (analytic vs. intuitive) and subjective well-being is complex and can depend on various factors. In the context of hope and its correlation with subjective well-being, Irwing et al. (1998) revealed a notable positive link between hope and positive affectivity, alongside a signifi-cant negative correlation between hope and negative affectivity. Furthermore, additional studies have underscored the close connection between hope and subjective well-being (Bailey et al., 40 jša-Žganec et al. (2018, 49) highlighted that various dimensions of social relationships and sup er --R RN evAT port are associated with reduced depression, heightened life satisfaction, increased happiness, ieIO encing subjective well-being is identified as social support (Brajša-Žganec et al. 2018, 48). Bra Pe IN -TE 2007, 169; Satici et al., 2016, 68). Within the realm of social connections, a pivotal factor influ- and overall well-being. Nevertheless, certain studies have presented conflicting perspectives, w N edA suggesting that social support may contribute to heightened depression or negative emotional L S PrCIE states or might even demonstrate no impact on life satisfaction (e.g., Yildirim & Tanriverdi 2021, o ceN 127). Contrarily, Das et al. (2020, 21) indicated consistent findings across studies, demonstrating edTIF the positive impact of perceived social support from family, community, friends, and acquaint- ingIC C jective well-being. However, it’s important to note that all aspects of subjective well-being (SWB) : E EN D UCE I CA can also be seen as subject to fluctuation, occurring on a daily or even moment-to-moment basis, T'S A TION often referred to as state-like SWB (Brose et al. 2013, 940). sionally contradictory effects of social support on mental health and well-being. Additionally, in ok FER a longitudinal study, Turner (1981, 357) reported a correlation between social support and sub- ances on subjective well-being (SWB). These diverse findings underscore the intricate and occa s Bo O -N Studies on Subjective well-being in Kosovo A BOU NT P D MEO ENPL In the realm of studies focusing on subjective well-being in Kosovo, the literature review doesn’t TAE 2 L H offer significant findings, suggesting that this area remains considerably underexplored. One par -02 EA4 ticularly noteworthy study for Kosovo is the work conducted by Diener & Tay (2015, 11), involving an LT–2 H analysis of Gallup pool samples spanning from 2005 to 2013 across 164 nations, Kosovo being one 025 of them. This study stands as the largest and most extensive sample globally to date. According to this research, Kosovo ranks 78th concerning the average of the assessed components for subjective well-being and human welfare.However, concerning solely subjective well-being, it ranks 52nd. Furthermore, based on mean WHO-5 scores in the countries surveyed in the European Quality of Life survey 2012, Kosovo’s average is 63.1, positioning it at 16th among the 34 presented countries (Eurofund 2012). Kosovo Context: Youth Kosovo is country, located in Southeastern Europe; recognized with the youngest nation on the Eu-ropean continent. Kosovo, with a population of 1.8 million, has the youngest average age in Europe at 26 years, as reported by Macrotrends in 2021 (Macrotrends, 2021).Despite this, it is also known for having one of the weakest economies in Europe, placing it in the lower-middle-income category according to the World Bank’s 2017 report (World Bank, 2017). A study released by the European Commission on October 20, 2023, underscores that Kosovo’s GDP per capita is the lowest in the re-gion (EC, 2023). Roughly 18% of its population lives under the poverty line, set at EUR 45 per month by the World Bank, and 5.1% live in extreme poverty according to the EC’s 2022 report (EC, 2022). It’s noteworthy that about 38% of Kosovars are under 20 years old, as per the World Bank’s 2017 data (World Bank, 2017), whereas a major concern is the high youth unemployment rate, which stands at 38.9% (up from 49.1% in 2020) according to the EC’s 2022 report (EC, 2022); there is also factors such as demographic pressures, a trend towards emigration, and a lack of quality education which contribute to the precarious situation of Kosovo’s youth, as per the EC’s 2022 report. 2 MATERIALS AND METHODS 2.1 Sample and procedure The study involved 490 students, aged 15 to 23 years, with a mean age of 19.06 (SD = 4.17). The participant pool consisted of 133 males (27.1%) and 357 females (72.9%). Students were randomly selected from two secondary schools in Prishtina, a public university, and a private college. All stu-dents in the selected classes were asked to fill out self-report questionnaires. These questionnaires were distributed in their classrooms after obtaining the necessary permissions and informed con-sent. It’s important to note that no incentives were offered to motivate the students to participate in the study. 41 2.2 Instruments er TE Measuring instruments used in the present study included the Albanian version of the instruments below: -R Pe IN ie IO al‘s hope level. It consists of 12 items that assess two subscales: Pathway Thinking (measures w N ed A planning to accomplish goals) and Agency Thinking (measures goal-directed energy). Each item L S Pr is scored on an 8-point Likert scale, ranging form definitely false to definitely true; with higher ev RN – The Adult Hope Scale (Snyder et al., 1991) is a psychometric tool used to measure an individu- AT ce N scores indicating a greater level of hope. Cronbach‘s alphas for the scale items was α =.91. ed o CIE ing TIF – The Brief COPE Scale (BCOPE; Carver, 1997) is a shorter version of the COPE scale and is composed IC C s Bo O of 28 items which conceptually measure 14 coping reactions with two items: Active Coping, N Planning, Positive Reframing, Acceptance, Humor, Religion, Using Emotional Support, Using In-ok FE R : E strumental Support, Self-Distraction, Denial, Venting, Substance Use, Behavioral Disengagement EN D U CE I and Self-Blame. The scale focuses on resilience and coping and uses a 4-point scale to score each CA T'S A item. Subscale scores range from 0 to 6, with higher scores indicating a stronger tendency toward TION B a specific coping style. The subscales are categorized into emotion-focused coping, problem-fo- A O U N cused coping, and dysfunctional coping. Cronbach‘s alphas for the scale items was α =.89. T P D M – The Oslo 3-item Social Support Scale (O3SS;Dalgard,1996), is a concise tool used to assess an individ-EO EN PL ual‘s perceived level of social support. It measures social support based on three aspects: the number TA E 2 of close individuals, the interest and concern shown by others, and the ease of obtaining practical L H 02 EA 4 assistance. The scale contains three items, and the scores are summed to calculate the scale score, LT –2 H which ranges from 3 to 14. Scores of 3–8 indicate „poor support,“ 9–11 indicate „moderate support,“ 02 5 and 12–14 indicate „strong support.“ Cronbach‘s alphas for the scale items was α = .53. – The WHO-5 Well-Being Index, introduced by WHO in 1998, is a brief self-reported assessment / generic global rating scale designed to measure an individual‘s current subjective psychological well-being. This is among the most widely used questionnaires assessing subjective psycholog- ical well-being. At present, the WHO-5 has been translated into over 30 languages and has been used in research projects all over the world. It is appropriate for children aged 9 and above. The questionnaire comprises five simple and non-intrusive questions positively worded items that are rated on 6-point Likert scale, ranging from 0 (at no the time) to 5 (all of the time). The final score on the WHO-5 ranges from 0 to 100, where 0 represents very poor well-being and 100 in- dicates excellent well-being. A score of ≤50 indicates poor wellbeing and suggests further inves- tigation into possible symptoms of depression. A score of 28 or below is indicative of depression. Cronbach‘s alphas for the scale items was α =.89. – The Cognitive Reflection Test (CRT; Frederick,2005), consists of three mathematical/numerical text-based problems intended to elicit initial incorrect responses. It is a task designed to measure a person’s tendency to override an incorrect “gut” response and engage in further reflection to find a correct answer. However, the correct answer can be obtained through analytical thinking and reevaluating the initial impressions. Each correct response is assigned a code of ‚1‘, and incor- rect responses are given a code of ‚0‘. The total score is calculated by summing the scores across the three problems. A higher score indicates a greater ability to resist impulsive responses and is often considered a measure of general cognitive ability. Participants are categorized into three groups based on their scores: the „low“ group (participants who scored 0 out of 3), the „interme- diate“ group (participants who scored 1 or 2), and the „high“ group (participants who scored 3 out of 3). Cronbach‘s alphas for the scale items was α =.50. 2.3 Ethical considerations The research was carried out in compliance with the guidelines set forth in the Declaration of Hel-sinki and the European code of conduct for research integrity. Before participating, all participants were given detailed information about the study. Their involvement was completely voluntary and anonymous, and they gave their written informed consent to participate. They also had the right to withdraw from the study at any point without any consequences. Only the researchers involved had access to the research data and data management has had appropriate measures to ensure their security. Approval for this research was obtained from the Ethical Commission of the AAB College Prishtina, Kosovo, no. A6-437/23, dated 19.07.2023. 42 2.4 Design and statistical analysis with Kolmogorov-Smirnov statistic. In this case, the Sig. value is .000, suggesting violation of the as- ed NAL S Pr sumption of normality for all variables, thus we must use nonparametric tests. For differences across oCIE groups, we used Mann–Whitney U test and Kruskal-Wallis test. ceN edTIF ingIC C 3 RESULTS s BoONFE ok The results show that out of 490 participants, 132 or 26.9% reported poor SWB, while 343 or 70% ried out by using SPSS software version 27 and Microsoft Excel 2019. These descriptive data were RNAT ev further analysed according to age, gender and other variables investigated. Normality is assessed ieIO w The study was a cross-sectional correlational study. Data handling and statistical analysis was car- TE er -R Pe IN : E REN reported good SWB; 15 cases or 3.1% did not completed all items of the questionnaire. The mean of DU CE I SWB was 62.44 (SD=25.09). Regarding the categorization based on scores indicative of depression, CA T'S A 54 participants or 11% showed scores indicative of depression, while 421 participants or 85.9% did TIONB not; 15 cases or 3.1% did not completed all items of the questionnaire. AOU NT P D The correlations between different variables were examined using Spearman’s rank-order corre - MEO lation coefficient. The study found significant correlations between WHO-5 Well-being Index scores ENPL TAE 2 and various factors: the social support scale (r = .288, p < 0.00), CRT score (r = -.098, p < 0.04), Prob - L H02 lem- focusing Coping (r = .137, p < 0.03), Adult Hope Scale agency thinking (r = .352, p < 0.00), Adult EA4 Hope Scale pathway thinking (r = .370, p < 0.00), Adult Hope Scale total score (r = .351, p < 0.00), and LT–2 H02 Dysfunctional Coping (r = -.210, p < 0.01).5 The Mann-Whitney U test was conducted to compare WHO-5 scores between two groups based on the gender. The test revealed a statistically significant difference in SWB scores between the groups (U = 18305.500, Z = -2.555, p < 0.011, 2-tailed). The results indicated that females (Md=64) had significantly lower SWB scores than males (Md=68). But the Mann-Whitney U test has not found sig-nificant differences between rural and urban residence. The Mann-Whitney U test was used to compare various scores between two groups categorized by their WHO-5 scores (poor SWB vs. good SWB) (Table 1). The findings revealed that the group with poor SWB had notably higher scores in Dysfunctional Coping and lower scores in CRT. Conversely, the group with good SWB exhibited significantly higher scores in Emotion-focused coping, Problem-focused Coping, Adult Hope Scale total score, Adult Hope Scale pathway thinking, and Social Support scores. Table 1: Mann-Whitney U test between two groups categorized by their WHO-5 scores (poor SWB vs. good SWB) WHO5 Index N Mean Rank Sig. Good SWB 320 213.63 Cognitive Reflection Test 0.005 Poor SWB 124 245.40 Good SWB 343 257.23 Social support 0.000 Poor SWB 132 188.04 Good SWB 342 258.99 Adult Hope Scale agency thinking 0.000 Poor SWB 130 177.33 Good SWB 343 259.82 Adult Hope Scale pathway thinking 0.000 Poor SWB 132 181.30 Good SWB 342 261.77 Adult Hope Scale total score 0.000 Poor SWB 130 170.01 Good SWB 340 246.52 Emotion Focused Coping 0.010 Poor SWB 132 210.70 Good SWB 341 249.43 Problem Focused Coping 0.001 Poor SWB 132 204.90 Good SWB 338 222.83 Dysfunctional Coping 0.001 Poor SWB 132 267.95 43 w N dictors, it was evident that Gender, CRT scores, Dysfunctional Coping, Adult Hope Scale total score, ed A L S Pr and Social Support scores were significant predictors. However, Emotion-focused Coping and Prob-CIE o lem-focused Coping did not emerge as significant predictors. ce N ed TIF ing IC C 4 DISCUSSION s Bo O N FE ok This is one of the first studies in Kosovo that has been conducted investigating the relationship be-R : E EN tween Subjective Well-being (SWB) and various personal and sociodemographic variables in youth. D er-R R Coping, Adult Hope Scale total score, and Social Support scores. The outcome revealed a significant N ev AT model, F(7, 429) = 17.342, p < .001, with an R2 of .221. Upon closer examination of individual pre-ie IO Pe IN along with Gender, CRT scores, Dysfunctional Coping, Emotion-focused coping, Problem-focused TE A multiple regression analysis was conducted to forecast SWB reporting using the WHO-5 index U CE I The finding that approximately 1/3 of participants report poor SWB suggests that a significant num-CA T'S A ber are experiencing challenges in life. The average SWB of 62.44 turns out to be slightly lower than TION B the average of 63.1 in the 2012 study (Eurofund 2012). Regarding the discovery that females have A O U N T P lower levels of SWB than males, we can note inconsistency in these findings in the literature (Brozi D M 2018, 36; Das et al. 2020, 18). However, considering that Kosovo is a collectivist society (Latifi 2019, EO EN PL 249) with enduring patriarchal premises, this result might be expected. Similarly, (Schnepf 2010) TA E 2 L H found similar results for women in post-communist countries. 02 EA 4 Hope appears to be associated with higher levels of SWB in total scores as well as in agency/pathway LT –2 H 02 subscales, indicating its predictive role in SWB. Studies by Irwing et al. (1998), Bailey et al. (2007, 5 169), Dursun (2012, 31), Satici et al. (2016, 68), also support the link between Hope and SWB. Thus, in overall, hope seems to play a significant role in promoting higher levels of SWB. Certainly, Social Support shows a significant and predictive association with SWB, aligning entirely with studies by Turner (1981, 357); Das et al. (2020, 18); and Brajša-Žganec et al., (2018, 48). Of course, social support’s significant and predictive association with SWB is rooted in its ability to pro-vide emotional support, reduce stress, foster a sense of belonging, offer validation and encourage-ment, and ultimately contribute to individuals’ overall happiness and well-being. Less analytical thinking is linked to higher levels of SWB and also has predictive power. We may speculate there that non-analytical thinkers might be more accepting of circumstances and more adaptable to changes and prioritize social connections and relationships. The examination of coping strategies reveals distinct relationships with subjective well-being (SWB). Firstly, high levels of dysfunctional coping are associated with lower levels of SWB and also demonstrate predictive power. Secondly, Emotional-focused coping shows significance only when comparing groups between poor SWB and good SWB, but lacks predictive power. Thirdly, high lev-els of problem-focused coping are linked to higher levels of SWB but do not have predictive pow-er, indicating its positive correlation but limit predictive capacity in determining overall subjective well-being. Findings for problem-focused coping are in line with the study by Diener et al. (1999). In overall, there are varying findings, generally showing positive associations with SWB; with some strategies demonstrating stronger predictive power or immediate influence on well-being com-pared to others. 4.1 Limitations This study has a few key constraints to consider. The main one is that the cross-sectional structure restricts our capacity to determine cause-and-effect relationships among the examined variables. This method provides a one-time glimpse, neglecting the changing and progressing aspects of the phenomena under study. Furthermore, we should be careful when extrapolating our results, as the study’s framework may not adequately reflect the broader population’s diversity and intricacy. To overcome these constraints, subsequent research could utilize longitudinal or experimental struc-tures with more varied and representative samples. This strategy would offer a more thorough in-sight into the interconnections among these variables. 44 5 CONCLUSIONS Pe INTE This Kosovo study offers valuable insights into SWB among youth and its links to various personal er -RRN and sociodemographic factors. Discoveries include the prevalence of poor SWB among a third of evAT ieIO participants, suggesting a need for targeted interventions. Females tend to report lower SWB, indi- wN edA cating the necessity for gender-specific approaches. Hope and social support emerge as significant L S Pr factors, emphasizing their potential in boosting youth SWB. oCIE ceN Interestingly, less analytical thinking aligns with higher SWB, hinting at the role of adaptability in edTIF well-being. Coping strategies show mixed predictive power on SWB, suggesting a nuanced under- ingIC C search in varied cultural contexts is essential to develop more effective strategies for promoting EN D UCE I youth SWB. CAT'S A TIONB A To enhance youth SWB in Kosovo, future interventions should consider these factors. Further re- ok FER : E standing is crucial. s Bo ON EN PL TAE 2 L H02 EA4 LT–2 H025 D T P MEO N UO 45 Pe REFERENCES IN TE er 1. Bailey, Thomas C., Winnie Eng, Michael B. Frisch, and C. Richard Snyder. 2007. Hope and optimism -R R N as related to life satisfaction. The Journal of Positive Psychology 2, no. 3: 168-175. ev AT ie IO w 2. Brajša-Žganec, Andreja, Ljiljana Kaliterna-Lipovčan, and Ivana Hanzec. 2018. 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Journal of per- sonality and social psychology 60(4): 570. 34. Turner, R. Jay. 1981. Social support as a contingency in psychological well-being..Journal of Health and Social Behavior, 22, 357–367. http://doi.org/dwcpvg. 35. Weare, Katherine. 2015. What works in promoting social and emotional well-being and respon- ding to mental health problems in schools. London: National Children’s Bureau: 1–15. 36. WHO. 1998. Wellbeing Measures in Primary Health Care/The Depcare Project. WHO Regional Of- fice for Europe: Copenhagen. 37. World Bank .2017. http://documents1.worldbank.org/curated/en/282091494340650708/pdf/ Kosovo-SCD-FINAL-May-5-C-05052017.pdf. 38. Yildirim, Murat, and Fatma Çelik Tanriverdi. 2021. Social support, resilience and subjective well- -being in college students. Journal of Positive School Psychology 5(2): 127–135. AUTHOR BIOGRAPHIES Naim Fanaj, is MD, psychiatrist, Associated Professor of Alma Mater Europaea Campus College Re-zonanca, Prishtina Kosovo. He was Director of Mental Health Professional Service in Prizren (Koso-vo). Participated and presented in many World, European and National congresses and conferences. Published seven original researches in scientific journals. His main research interests include adoles-cence, self-esteem, hopelessness, personality disorders, suicide, organizational stress etc. Sevim Mustafa is assistant professor in College AAB, Prishtina. She holds a PhD in University “St. Kli-ment Ohridski” Bitola, North Macedonia –in Gifted and Talented program. Her research interests lie within the sub-disciplines of Psychology and Psychology of Gifted and Talented. She has participat-ed in numerous national and international conferences and authored many publications on topics such as anxiety, stress, self-esteem, leadership, learning organization, gifted children etc. Elona Krasniqi is a PhD student at the Department of Psychology, at Palacky University Olomouc. Her dissertation work explores the correlates of pubertal development as well as the impact of puberty on adolescent emotional and behavioural adjustment. She also focuses on developmental changes in parent-adolescent relationship during puberty as well the way maternal parenting behaviours impact a daughter’s emotional adjustment. 47 er-R RN evAT ieIO Pe IN Published professional conference contribution TE 1.09 Objavljeni strokovni prispevek na konferenci w N edAL S Pr A MINDFULNESS APPROACH IN SHAPING THE o CIE ce N CONCEPTS OF INTERPRETING HOUSE MUSEUMS ed TIF ing IC C ok FE Director of the Žirovnica Institute for Tourism and Culture, Slovenia R : E s Bo ON Matjaž Koman, PhD Student D EN Heritage Studies, Faculty of Arts, University of Ljubljana, Slovenia U CE I CA T'S A TIONB ABSTRACT A O U N T P D This research develops a thematic framework and guidelines for contemporary sustainable in- M EO terpretation models in house museums, with an emphasis on a mindful approach. Mindfulness is EN PL becoming increasingly popular in museums as a means of promoting mental health and creating TA E 2 L H a comprehensive experience of artistic, historical, or thematic exploration. It encourages visitors 02 EA 4 to connect with the past exhibited by the museum, allowing them to discover themselves. LT –2 H 02 Modern interpretation strategies not only enable visitors to experience the material dimension 5 of historical architecture but also provide a holistic experience of culture, heritage, and authen- ticity at a specific destination while promoting sustainability. House Museums reflect the local community and nation, serving as places for preserving collective memories. In the fast pace of globalisation, members of a community recognise them as the last refuge against the loss of specificity and diversity. Understanding the complex messages in House Museums requires a mindful approach, as they cannot be fully comprehended solely through rational means. Holistic heritage experiences, which support individuals in their physical, mental, and spiritual dimensions, should be a key priority for every museum. New approaches to the interpretation of House Museums are needed to establish socio-social connections and communication between societies of the past, present, and future. This research will be based on the first house transformed into a museum in Slovenia in 1939 – Prešeren’s birth house. Today, it is the most visited museum of its kind in Slovenia and symbolizes a representative model in shaping the interpretation of House Museums in the country. Keywords: House Museums, Prešeren’s Birth House, mindfulness approach in interpretation 48 1 INTRODUCTION Pe INTE The new museology understands museums as spaces of coexistence and encounter, as creators of er -RRN new, positive and enriching experiences, and as places that embrace the diversity of their audiences evAT ie (International Council of Museums 2022). 1IO The attention that museums dedicate to groups of peo- wN edA ple in vulnerable situations, such as those with mental health issues, has become a priority for mu-L S Pr seums and is considered good practice (Ayala Aizpuru et al. 2019). Museums play a crucial role in oCIE ceN promoting mental health by allowing visitors to engage with art, history and culture, providing a edTIF means of relaxation for the mind. In times of growing mental health challenges, museums world- ingIC C wide are responding with innovative programmes that prioritise the well-being of their visitors. s BoON Research indicates that participation in cultural activities, such as museum visits, can have a positive okFER impact on reducing stress, improving mood and enhancing overall mental well-being (Šveb Dra- : EEN D UCE I gija and Jelinčić 2022). The connection between museum spaces and mental health is becoming CA the subject of in-depth studies, opening up new possibilities for shaping museum experiences that T'S A TION strengthen human welfare. Mindfulness and an approach that encourages a deep understanding B AOU of the past are crucial in designing models for interpreting museum houses that not only preserve NT P D M heritage but also support visitors in physical, mental and spiritual dimensions.EO ENPL The museum moment that visitors experience during interaction with objects is precisely what TAE 2 L H mindfulness encourages: understanding oneself through a connection with the past represented 02 EA4 by the museum. The research explores the thematic framework and guidelines for contemporary LT–2 H models of interpretation.025 Contemporary interpretation strategies enable visitors to not only experience the material aspect of historical architecture but also to comprehensively explore various cultural, heritage and authen-ticity dimensions at a specific destination, while simultaneously promoting sustainability. The com-plex messages hidden within house museums can be fully revealed to the visitor through mindful experiencing of heritage, as they cannot be fully grasped solely on a rational level. Establishing conditions for a holistic heritage experience that supports individuals in their physical, mental and spiritual dimensions should be the central priority of every museum. The hypothesis reads: House museums are spaces where it is necessary to consider a mindfulness approach in shaping concepts of interpretation and presentation. The article is based on experience and knowledge gained in the last seven years while managing the Žirovnica Institute for Tourism and Culture, which oversees the management of the France Pre-šeren, Fran Saleški Finžgar, and Matija Čop house museums (birth houses), as well as Anton Janša’s apiary, as well as during visits to museum houses across Europe.2 As part of the research, the author examined contemporary trends in research and studies focusing on museum houses in Europe and elsewhere in the world. Through research, the author explored the aspect of mindfulness and the practice of a process called Focusing, which is derived from the concept of mindfulness.3 1.1 Methods This research is grounded in a case-based approach, specifically focusing on the Prešeren Birth House Museum, the first house transformed into a museum in Slovenia in 1939. The project employs a qualitative methodology that includes a thorough examination of historical texts and scholarly 1 Nikola Krstović, in the article Colonizing Knowledge: New Museology as Museology of News, warns about the colonization of knowledge. A review of the publication by Peter Vergo in England, The New Museology, Lon- don: Reaktion Books, 1989, clearly shows that the author completely overlooked the Eastern museological schools with representatives such as Z. Stransek, I. Maroević, T. Šola and others who made significant theore- tical contributions (Krstović 2020). 2 Prešeren’s and Finžgar’s birth houses are monuments of national significance, while Čop’s birth house and Anton Janša’s apiary are monuments of local significance. 3 Eugene Gendlin (1926–2017) was a contemporary psychotherapist and philosopher who developed a the- rapeutic process called Focusing. Gendlin detailed the Focusing techniques in his book titled Focusing. In addition to Gendlin, other renowned authors, such as Eckhart Tolle, Peter A. Levine and many others, have also written about Focusing. 49 w N ed Additionally, the research includes a comparative analysis of other house museums in Slovenia and A L S Pr abroad. These comparative explorations involve on-site visits, observations, and an analysis of how CIE o different house museums implement interpretive strategies, with a particular focus on those that in-ce N ed TIF tegrate mindfulness into their interpretative models. The combination of these methods allows for a ing IC C comprehensive understanding of how a mindful approach can enhance the interpretation of house s Bo O N museums, fostering a deeper connection between visitors and the cultural heritage presented. ok FE R This methodological approach not only provides insights into the specific case of Prešeren’s Birth : E EN D er-R R the Žirovnica Institute for Tourism and Culture, the institution responsible for managing Prešeren‘s N ev AT Birth House for the past decade. ie IO Pe IN a detailed exploration of visitor experiences at the museum, where I have served as the Director of TE articles concerning the musealization of the Prešeren Birth House. This analysis is supplemented by A BO 1.2 Interpretation of House Museums U N T P D M The main characteristic of house museums is their inseparable connection between tangible and in-EO EN PL tangible heritage. These houses represent an important part of the cultural environment or area in TA E 2 which they are located and are recognised as a rich resource for interpreting the history of a specific L H CA house museums, ultimately contributing to sustainable heritage practices. T'S A TION U House but also aims to develop broader guidelines for applying mindfulness in the interpretation of CE I EA 024 place. Their value lies in illuminating the social events or private lives that unfolded within them. –2 LT H Museum houses are acknowledged as monuments of significant social and political importance due 02 to their evocative ability to bring the past to life (Pinna 2001). 5 House museums represent a distinct type of cultural heritage monument, distinguished by the au-thenticity of a memorial site and time in connection with a famous individual or co-creator. The fundamental conceptual design of a memorial site originates from a space defined by natural and humanistic characteristics. Space, as a phenomenon that is globally stable but can constantly change in detail, holds significant potential for preserving the link between the past and the present. Per-ceiving the space where a past event has left its mark contributes to understanding its true value, thus objectifying the potential memory (Maroević 2005). This underscores the important social and political role of museum houses, indirectly influencing the relationship with the local community, the preservation of collective memory, and heritage in its original environment. House museums typically possess all the characteristics and functions of museums, with the dis-tinction that their emphasis is not solely on individual objects but on the holistic heritage and in-teraction with the artifacts and spirit of the people who lived in the house (Pinna, 2001). The most widespread and well-visited house museums are types known as personality houses.4 House museums, in their function as time capsules of the past, carry unique historical, cultural and social value. The most common approaches in presenting house museums are the authenticity ap-proach and the narrative approach, or, according to Butcher-Younghans, those which distinguishe between documentary historic houses and representative historic houses. In the first approach, authentic objects and their authentic arrangement are used, and the aim is that the house is pre-served in its original state. In the narrative approach, the story revolves around a person who live in the house, their profession, personality and the period in which they lived. In the interpretation of representative historic houses, in addition to original objects, reproductions, replicas and other museological aids are used. Every house museum is unique and can be museologically interpreted differently, depending on the concept developed for the house. A concept of interpretation and presentation is prepared based on the type of residence, its valorisation, recognised significance and values, and the established educational and communication objectives, upon which a management plan is developed. Addi-tionally, considerations and choices are made regarding methods and criteria for its restoration, exhibition layout, display techniques, visitor guidance, etc. (Pavoni 2001). Through musealisation, 4 House museums, representing the homes of famous personalities, politicians, literary figures, musicians, etc., have been present in history since the Renaissance period, emerging from the idea of celebrating nota- ble individuals to strengthen local and later national pride (Butcher-Younghans, 1993). 50 When designing the interpretation and communication of house museums, different challenges arise w N edAL S compared to traditional museums. Due to the nature of the house, where the value stems from the PrCIE o entire collection of objects and their interaction with the people who lived there, a linear museolog- ceN ed ical approach is not sufficient (Risnicoff de Gorgas 2001). Visitors absorb information in a more open TIF ingIC C and complex manner than in regular museums, as the objects carry a cognitive code associated with s BoO everyday life, thus facilitating understanding. More than any other type of museum, a house museum N okFE has the greatest power to evoke and create connections between the visitor and the history present R : EEN within the house itself or that the interpretation seeks to convey. A house museum is exceptionally any heritage process, should be conducted in close collaboration with the local and wider commu- er-R RN evAT nity (Perko 2021 and literature cited therein). ieIO and museums as part of public cultural heritage. Therefore, the entire process of musealisation, like Pe INTE houses transition from the personal and individual sphere to the collective, becoming monuments U CE I D evocative because it not only contains objects but also encompasses the atmosphere and creative im- CA T'S A agination of the people who lived and moved within its walls (Risnicoff de Gorgas 2001). TIONB AO The mission of house museums is the preservation, exhibition or reconstruction of authentic histor-U NT P D ical or spiritual atmospheres. Thus they serve as authentic symbols of events, periods and regimes MEO that cannot be manipulated without disrupting the integrity of the house itself (Pinna 2001). House ENPL TAE 2 museums reflect the local community and nation, serving as places where collective memory is L H created and preserved. Within these houses, members of these communities and nations recog-02 EA4 nise their own identity. In the fast-paced, consumer-oriented life of our globalising world, small LT–2 H02 museums are increasingly seen by community members and nations as the last refuge from glo-5 balisation, symbolically identified as the last bastions of specificity and diversity (Pinna 2001). This calls for consideration of new approaches to interpretation focused on socio-cultural connections to establish communications between societies of the past, present and future (Perko 2021). The atmosphere in which a visitor finds themselves in a house museum, permeated with their own feelings and emotions, arises from the presence and absence of people who once lived in the house. Houses are perceived as ‘true reality’, free from any manipulation. It allows the visitor to embark on a journey into a ‘frozen’ past, where there is an opportunity for self-discovery and learning about the Other, thus reflecting on oneself (Risnicoff de Gorgas 2001). Encountering the past reminds us of our own transience and provides the opportunity and space to determine who we are, who we want to be, and, more importantly, who we are not or who we do not want to become. This es-tablishes an intimate connection between collective and personal memory. House museums can be seen as memory sites in Norin’s doctrine, which states that collective memory exists because of memory sites. These manifest in material, functional and symbolic forms. Memory needs memory sites to prevent it from fading (Nosova 2021). 1.3 Museum Environment and Visitor`s Mental Weel-being The concept of the ‘museum prescription’, wherein psychiatrists prescribe free museum visits, first emerged in 2018 at the Montreal Museum of Fine Arts and has recently been adopted in five muse-ums in Brussels. This reflects the increasing recognition of how art can provide targeted support to individuals dealing with mental health issues. In the last two decades, there has been a growing body of evidence supporting the connection between museums and health, particularly highlighting the role of art programmes in supporting mental health (Chatterjee and Camic 2015). However, beyond the role of programmes offered by museum institutions, there is an interest in understanding how the museum environment, includ-ing the physical space, can impact individuals’ well-being. In light of international evidence presented in the 2019 WHO report titled What is the evidence on the role of the arts in improving health and well-being? (Fancourt and Finn 2019), some pioneering projects have been initiated in Italy, particularly in Piedmont, with the support of Compagnia di San Paolo in Turin. The aim of these projects was not only to evaluate the health benefits of artistic prac-tices but also, more specifically, the connection between the quality of museum architectural spaces and the well-being of visitors. 51 w N Luoghi Comuni provided cultural institutions with a clear and quantitative indicator of the ‘gentleness’ ed A L S Pr of their spaces, understood as the ability to make fragile individuals feel comfortable. These results are CIE o expected to lead to a reconsideration and improvement of specific features of museum spaces. ce N ed TIF The Stedelijk Museum Amsterdam runs a programme called ‘Unforgettable’, through which it or-ing IC C ganises guided tours for people with dementia and their families, during which memories, connec-s Bo O N tions and stories are triggered and shared. ok FE R In recent years, there has been an increase in participatory and interactive programmes in muse-: E EN D er-R R well-being. The project stems from the need to promote the social inclusion of individuals with N ev AT mental health issues by involving them in museums and cultural institutions. As a primary outcome, ie IO Pe IN aim of exploring how tangible and intangible aspects of cultural spaces positively impact mental TE The Luoghi Comuni (Common Places) project was created in response to a call for ideas with the CA mental health issues. As demonstrated by examples abroad, it is no longer utopian to consider that T'S A TION U ums, aiming to improve the well-being and inclusion of visitors facing various challenges, including CE I B in the future, doctors and psychiatrists might recommend museum visits instead of traditional re- A OU covery programmes in mental health centres. N T P D M EO 1.3.1 Mindfulness in Museums EN PL TA E 2 Mindfulness is a process where one directs more attention to the present moment. It has deep roots L H 02 EA 4 in history, reaching back thousands of years. Originating from both Western and Eastern spiritual LT –2 H traditions, today mindfulness has become a universal concept that can be practiced independent-02 ly of its religious origin (Černetič 2005). Mindfulness is a primordial spiritual concept known in all 5 traditional spiritual practices, but until recently it had not been the subject of extensive scientific re- search. In the last decade, however, mindfulness has become a central theme, especially in clinical and health psychology and psychotherapy. In the health and clinical context, mindfulness is often addressed in connection with cognitive-behavioural therapy or therapy based on mindfulness prin-ciples (Kabat-Zinn 1990).5 Through mindfulness practice, we learn to slow down our thoughts, helping to maintain peace and connection with the present moment, thereby reducing stress. The process involves calm sitting and focusing on thoughts, sounds and sensations. An important aspect of mindfulness involves recon-necting with our own bodies and perceiving current sensations, such as sights, sounds, smells and tastes. Another aspect of mindfulness is conscious concentration through the process of controlling awareness of our own thoughts and emotions in the present moment. It is about allowing ourselves a clear insight into the moment, which can positively transform our relationship with ourselves and our lives. Museums worldwide incorporate various aspects of mindfulness into their interpretation, enabling visitors to connect with the content and objects on a deeper, more intimate level. Some museums, such as the Rubin Museum of Art and the Brooklyn Museum in New York, also integrate various mind-fulness-related activities, such as yoga practice in museums, lectures, and workshops on spirituality. The St. Mungo Museum of Religious Life & Art in Glasgow has partnered with the mental health char-ity Lifelink to offer mindfulness therapies in the museum.6 Mindfulness programmes at the Getty Museum in Los Angeles, which have been running since 2016, promote contemplative experiences for visitors, thus fostering a deep connection with the artworks. 2 HOUSE MUSEUMS IN SLOVENIA In Slovenia, houses of personalities represent the most common type of house museums and are categorised as representative historical houses based on their characteristics.7 The characteristic fea-ture of these houses is the complex process of transforming living spaces into memorial or museum spaces. These houses exhibit objects related to the lives and work of notable figures, such as writers, 5 Mindfulness-Based Cognitive Therapy (MBCT) 6 Charlotte Coates, 2022, What are Mindful Museums and how can they help us with our mental health? 7 The categorisation of house museums in Slovenia is not yet in force. It refers to the categorisation according to Butcher Younghans from 1993. 52 The first publicly accessible house in Slovenia that was converted into a museum (in 1939) was the w N edAL S birth house of France Prešeren in Vrba. Other houses that were converted into museums followed PrCIE Fran Saleški Finžgar’s concept of musealisation, which was implemented in Prešeren’s Birth House. 8 o ceN ed Slovenia faces a lack of museological research and studies related to house museums, which is re-TIF ingIC C flected in their naming and evaluation, as the distinction between individual houses is not clearly s BoON defined. In addition to the term ‘house museum’, in Slovenia these museums are also referred to as okFER ‘memorial house’, ‘birth house’, ‘literary museum’, ‘historical house’, ‘biographical museum’, ‘ethno- : EEN graphic house’, ‘homestead’, ‘memorial room’, etc. They are often labelled as a museum, open-air tors, such as the historical period, region or profession. In most of these houses, neither the building er-R RN evAT nor the furnishings and furniture are authentic or at least not entirely so. ieIO the exhibition. This biographical aspect serves as a background for depicting other significant fac Pe IN -TE artists, scientists and politicians, with their biographies usually highlighted as the central theme of U CE I D museum or monument. CA T'S A TION The problem not only lies in the naming of the houses but is also reflected in their interpretation, B AO exhibitions, and the conservation regimes assigned to them. A brief overview of contemporary mu-U NT P D seological approaches easily reveals that the concepts of interpreting houses of famous individuals, MEO i.e., representative historical houses, are outdated in Slovenia. Even where a good presentation is ENPL TAE 2 executed, these houses are not sufficiently integrated into community life and do not adequately L H02 serve scientific, educational and tourist objectives. The challenges primarily stem from financial and EA4 LT technical limitations, a lack of professional staff and especially a deficiency in knowledge, under -–2 H02 standing, passion and implementation (Domšić 2014). There is also a noticeable lack of collabora -5 tion among related institutions and an absence of museological expertise in the development of comprehensive interpretations. Prešeren’s Birth House and the Visitor Experience Prešeren’s Birth House represents a representative model of house museums in Slovenia, being the first of its kind and the most visited museum of this type in Slovenia. Since 2011, it has also been declared a cultural monument of national importance.9 The house can be classified among those of personalities, and, according to categorisation, it falls under the category of a representative historical house, as it contains few authentic items. Using substitute furnishings from that time or replicas, the living spaces depicting everyday village life in the 19th century are exhibited. Visitors can explore six small rooms in the house: the entrance hall, the black smoke kitchen, the living room, the pantry, the exhibition space, and the museum shop. The interpretation of the house focuses on acquainting visitors with the greatest Slovenian poet, France Prešeren, who was born in the house and spent part of his youth there. The concept of presenting Prešeren’s birth house does not significantly differ from the practices used in other houses of personalities throughout Slovenia. Upon entering the house, a guide leads visitors through the living spaces in a short time (15-20 minutes), acquainting them with the house and its most important and interesting items. Guests are encouraged to explore the spaces independently, and the guide is available for any questions. In the exhibition space, visitors can watch a 7-minute animated film that describes the work and life of France Prešeren, after which they can explore the exhibition on their own. The exit from the museum leads through a small shop, where guests settle the entrance fee. Visitors typically allocate between 30 and 45 minutes for the entire visit. Visitors began coming to Prešeren’s Birth House even before it was converted into a museum. Two guestbooks from prior to 1939 have been preserved (Finžgar 1949). Prešeren’s Birth House in Vrba gained a special status in the celebration of the poet Prešeren in 1872 when a crowd of 6,000 peo-ple, led by members of the newly established Society of Slovene Writers, made a pilgrimage to 8 Other houses that followed this pattern in Slovenia include: Finžgar’s Birth House, Čop’s Birth House, Jalen’s Birth House, Gregorčič’s Birth House, Cankar’s Birth House, Jurčič’s Birth House, etc. 9 Decree on the Proclamation of Monuments in the Village of Vrba in the Upper Carniola Region as Cultural Monuments of National Importance. 53 w N ed spiritual connection. Such an experience, where time seems to stop and a profound feeling or per-A L S Pr ception overwhelms the museum visitor, refers to a special moment when the visitor, in interaction CIE o with an object or a work of art, undergoes an emotional or spiritual connection. This experience can ce N ed TIF be extremely significant for visitors as it allows them a deeper understanding and connection with ing IC C the object, history and space, thereby influencing their personal growth, thinking and perception s Bo O N of the world. ok FE R In a rapidly changing postmodern world, we should question how these house museums can re-: E EN D er-R RN Despite the fact that the house was not arranged as a museum but was like any other living space ev AT of that time, while sitting in the room where Prešeren was born, the visitors also experienced a ie IO Pe IN sented a special, almost spiritual experience for the visitors (Finžgar 1949). TE Vrba.10 Records testify that visiting the house where the greatest Slovenian poet was born repre- CA based on the holistic preservation of the heritage and cultural-historical values of these houses. By T'S A TION U main relevant in the contemporary context. Nevertheless, we must not forget the essence that is CE I B striking a balance between tradition and modernity and involving the public, museums can remain A OU attractive and vibrant, not just as museum institutions but as spaces that convey the stories of the N T P D M past and provide visitors with the most comprehensive experience (Maroević 2020). EO EN PL TA E 2 L H 3 RESULTS AND DISCUSSION 02 EA 4 Interpretations and experiences of house museums cannot be understood solely on a rational lev-LT –2 H 02 el, as they intertwine between the symbolic and scientific, conscious and subconscious, the living 5 and the dead, the present, past and future, between narratives and anecdotes, and between myth and truth. Therefore, to us, the visitors, the meaning of messages is revealed through a network of symbols as elements of transformation, altering our perception of time, space, ourselves, and the circumstances in which we find ourselves. House museums can be perceived as theatres of dreams, where fiction is portrayed as reality (Risnicoff de Gorgas 2001). Although house museums may seem almost untouched and primar-ily draw their atmosphere from authentic objects belonging to its former inhabitants, the fact that they are organised as museums clearly indicates that their goal is not history or life itself, but rather the representation of history or life; not the past itself, but its portrayal, thus enabling a reflection of the present (Pinna 2001). On the one hand, such a complex interpretation with-in a house ensures a mindful understanding of the era and those who lived in the house, using original objects, and whose spiritual dimension is still felt. On the other, meanwhile, museum or cultural messages primarily provide scientific data assigned to the house and objects by conserva-tors, museologists and researchers.11 In the context of house museums, the value of an object does not solely derive from its stylistic, artis-tic or technological qualities but rather from its narrative capacity that conveys complex messages. Nevertheless, the symbolic value of objects in a house or on display does not originate from the ob-jects themselves; it is a product of the interaction between the subject – memory and imagination – and the exhibition, simultaneously representing concrete reality and its representation. Visitors embark on a journey through a series of symbols, attempting to find connections and meanings, with each visitor becoming the author and player of their own story (Pinna 2001). The communi-cation of heritage messages directly introduces cultural heritage into the real world of people and their communities, integrating it as a central element of the social and spiritual environment. Thus, heritage transforms into a key component of the quality of life, equally important as water, air, food and shelter (Maroević 2020, 258). 10 Mass visits to Vrba on 3rd December (Prešeren’s birth date) and 8th February (Slovenia’s national cultural ho- liday) are still referred to by some today as a pilgrimage. 11 According to Ivo Maroević, museological or cultural messages in exhibitions are realised in two directions: scientific, which is analytical in nature, and cultural, which is synthetic. It is the cultural aspect that allows secondary meaning to reality and where values, sense, significance or needs are reflected, gaining full va- lidity in the exhibition (Maroević, 2020, 266). 54 authentic objects and exhibits, wove a special transcendent connection between the historical fig- w N edA ure and the visitors’ own memories and feelings.L S PrCIE o The enchantment of house museums stems from the mindful perception of symbolic, cognitive and ceN ed scientific messages assigned to objects through museologically-shaped narratives. An object pos -TIF ingIC C sesses multilayered, symbolic meanings that visitors recognise based on their own experiences, s BoO memories and psycho-social needs. The interweaving of complex messages can only be revealed N okFE to the visitor through mindful heritage experiences because they cannot be fully grasped rationally. R : EEN Creating conditions for experiencing heritage in a holistic way that supports humans as physical, experienced it at an intimate, spiritually mindful level, eliciting powerful identity feelings and au- er-R RN evAT thentic emotions and creating a profound spiritual experience. The authentic spaces, albeit without ieIO formation into a museum. Despite the house not being set up as a museum at the time, visitors Pe INTE This can be vividly observed in the case of the perception of Prešeren’s birth house, prior to its trans- U CE I D mental and spiritual beings should be a priority for every museum. Prešeren’s Birth House, as visi- CA T'S A tors experienced it prior to its transformation into a museum, can serve as inspiration for contem- TIONB plating new approaches to interpreting how to revive the spiritual or mindful dimension of the visit AOU N and the connection with history, and the museum means to achieve it.T P D MEO ENPL TA 4 CONCLUSIONE 2 L H02 EA4 The interpretation of house museums has recently attracted a lot of attention from the public and LT–2 H experts, as evidenced by the increasing number of professional literature, symposiums and profes-025 sional associations worldwide. They are recognised as spaces of memory, crucial for creating and preserving local identity. In line with the needs of contemporary society, they are expected to fulfil educational tasks by expanding people’s horizons during visits and providing a pleasant and useful way to spend leisure time. These are some of the conditions that allow heritage to become socially relevant and maintain its role in the future as well (Šola 2003). It is equally important to seek and discover ways in the interpretation and presentation of houses that will incorporate and consider spiritual aspects and mindful perception of spaces and objects. Museum houses must not become merely a means for learning about the work and lives of the famous individuals who once lived in these houses. They should certainly not become places of en-tertainment, which has become a guiding principle in museum market thinking and could, in the long run, devalue the spaces of authentic memory. It is necessary to treat these houses as authentic and autonomous institutions that, in addition to a linear presentation, offer a broader, humanistic perspective that is more relevant and inclusive for the contemporary local and wider public. Overly structured discourses that lead to ‘correct’ observation actually strip museumised houses of their museum quality as safe, free spaces where visitors explore their inner world in interaction with mu-seologically shaped messages of objects representing a multi-layered and multi-meaningful past (Moreno and Gerardo 2000). The pace of today’s life, marked by ubiquitous speed, consumer pressure and a neoliberal system, leaves profound effects on the mental health of the population. In such an environment, where everyday life is constantly subjected to stress and pressure, museums have become important ha-vens for visitors. The role of museums is not only seen as preservers of heritage but also as spaces that provide a retreat from the hustle and bustle of daily life, offering an emotional, intellectual and spiritual break. House museums, with their unique character and history, automatically carry the power to become a refuge for those seeking meaning, silence and a connection with their own identity. It is crucial to develop interpretation and programmes that not only bring history to life but also actively support the mental well-being of visitors. Mindfulness is becoming a crucial aspect in shaping museum ex-periences, as it allows visitors to delve into themselves, be aware of the moment and establish a holistic connection with the past. In circumstances where society is exposed to the pressures of modern life, the development of mu-seum programmes and interpretations that promote mental health is of exceptional importance. Museums not only preserve cultural heritage but also become spaces of comprehensive support, positively impacting individuals and the community as a whole. 55 Pe REFERENCES IN TE er 1. Ayala Aizpuru, Íñigo, Macarena Cuenca-Amigo, and Jaime Cuenca Amigo. 2019. Principales retos -R R N de los museos de arte en España. Consideraciones desde la museología crítica y el desarrollo de ev AT ie IO audiencias. Aposta 80: 61–81. w N ed A L S 2. Butcher-Younghans, Sherry. 1996. Historic House Museums: A Practical Handbook for Their Care, Pr Preservation, and Management. New York: Oxford University Press. o CIE ce N ed 3. Chatterjee, Helen, and Camic, Paul M. 2015. The Health and Wellbeing Potential of Museums and TIF ing IC C Art Galleries. Arts & Health 7(3): 183–186. D EN 5. Domšić, Lana. 2014. Strategije interpretacije povijesnih kuća u funkciji lokalnog razvoja. Zbornik U CE I radova prve međunarodne znanstveno-stručne konferencije „Fedor Rocco“ iz područja komunikacija CA T'S A TION i marketinga, Hrvatske perspektive u Europskoj uniji: 208–221. B A ok FE bljana: Psihološka obzorja. R : E s Bo O 4. Černetič, Miha. 2005. Biti tukaj in zdaj: Čuječnost, njena uporabnost in mehanizmi delovanja. Lju-N N O 6. Fancourt, Daisy, and Finn, Saoirse. 2019. What is the Evidence on the Role of the Arts in Improving U T P D Health and Well-being? Copenhagen: World Health Organization. M EO 7. Finžgar Saleški, Fran. Prešernova rojstna hiša . 1939. Mladika 20 , no. 6: 23–24. EN PL TA E 2 8. Finžgar Saleški, Fran. 1949. Prešernova hiša – Ob stoletnici Prešernove smrti, 8. II. 1948. Koledar L H 02 Družbe sv. Mohorja: za navadno leto: 51–60. EA 4 LT –2 9. Kabat-Zinn, Jon. 1990. Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face H 02 Stress, Pain, and Illness. New York: Dell Publishing. 5 10. Krstović, Nikola. 2020. Colonizing Knowledge: New Museology as Museology of News . Zeszyty Naukowe Uniwersytetu Jagiellońskiego Prace Etnograficzne 48, no. 2: 125–139. 11. Maroević, Ivo. 2020. Uvod v muzeologijo. Ljubljana: Slovensko muzejsko društvo. 12. Maroević, Ivo. 2005. Prostor kao nositelj memorije. Autentičnost i memorijalna mjesta: problemi, potencijali i izazovi, Kumrovec: 16–29. 13. Moreno, Morales, and Gerardo Luis. 2020. La coleccioÂn museograÂfica y la memoria histoÂrica. In Second Symposium Reflecting on Historic Museums, Alta Gracia, Córdoba, Argentina. 14. Nosova, Hanna. 2021. Pierre Nora’s Concept of Contrasting Memory and History. International Journal of Philosophy 9(4): 216–220. 15. Pavoni, Rosanna. 2001. Towards a Definition and Typology of Historic House Museums. Museum International 53(2): 16–21. 16. Perko, Verena. 2021. Moč in nemoč temeljnih znanosti v muzeju in varljiva lahkotnost muzeolo- gije. Argo 64(2): 122–128. 17. Perko, Verena. 2023. Interpretacija kulturne dediščine s pomočjo mitov in pravljic. Journal of Arts and Humanities 17(1): 215–228. 18. Pinna, Giovanni. 2001. Introduction to Historic House Museums. Museum International 53(2): 4–9. 19. Risnicoff de Gorgas, Mónica. 2001. Reality as Illusion: The Historic Houses that Become Museums. Museum International 53(2): 10–15. 20. Šveb Dragija, Marta, and Jelinčić, Daniela Angelina. 2022. Can Museums Help Visitors Thrive? Re- view of Studies on Psychological Wellbeing in Museums. Behavioral Sciences 12(11): 458. 21. World Health Organization. 2019. Intersectoral Action: The Arts, Health and Well-being. AUTHOR BIOGRAPHY Matjaž Koman is a PhD candidate in Heritology at the Faculty of Philosophy, University of Ljublja-na, focusing on researching House Museums in Slovenia. Employed as the director of the Žirovnica Institute for Tourism and Culture, he oversees the management of museum houses, including the birth houses of France Prešeren, Fran Saleški Finžgar and Matija Čop, all of which today operate as museums. 56 SUPPORTING DIGITAL SKILLS EDUCATION FOR w N edAL S Pr o PEOPLE WITH INTELLECTUAL DISABILITIES FROM CIE ceN edTIF THE PERSPECTIVE OF SERVICE PROVIDERS ingIC C s BoONFE ok Lea Masnjak Šušković, MS. Psych.R : EEN Alisa Fabris, Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO Faculty of Education and Rehabilitation Sciences, University of Zagreb, Croatia B AOU NT P D MEO ABSTRACT ENPL TA Rea Fulgosi-Masnjak, CA PhD, Prof. T'S A TION MS. Spec. Ed. DU CE I need to support people with intellectual disabilities (ID) in acquiring digital skills. The digital ex- L H 02 EA4 LT To ensure that digital technologies and technological development serves the needs of all, we E 2 clusion of this population is largely the result of a lack of adequate education and environmental –2 H02 support. The study aims to investigate what opportunities adults with ID have to acquire digital 5 skills, i.e. to examine the significance, requirements, challenges and potential for digital partici - pation and education. To gain a deeper insight, focus group interviews were conducted with pro-fessionals from several service providers. The results of the qualitative analysis show that there is a lack of educational curriculum and systematic training in digital skills. Professionals mostly provide individual situation-based support depending on the everyday needs. In addition, par-ticipants pointed out other various challenges associated with the use of digital technologies by people with ID, such as online risks, family support, lifelong learning, motivational aspects. This suggests that not all people with ID have equal opportunities to participate in the digital world, as the acquisition of digital skills depends on the knowledge and goodwill of supporters and family. Based on the obtained results, a support framework and guidelines for improving digital education for people with ID are presented. Keywords: Digital inclusion, Digital education, People with intellectual disabilities. 57 Pe 1 INTRODUCTION IN TE er-R R Today, we can look at digital technology as a tool that enables connection and inclusion in all N ev AT spheres of a society’s life. Today, information and communication technologies (ICT) are creators ie IO w of interactions between individuals. For most of the people this has provided many advantages, N ed A L S like unlimited access to information, possibilities for socializing, entertainment and participation Pr in society (Lussier-Desrochers et al. 2017). However, it seems that there are some digital inequali-o CIE ce N ties between people and their possibilities to participate in digital society. People with intellectual ed TIF disabilities (ID) are left behind, not being able to participate in digital world. They are facing mul-ing IC C tiple barriers in the possibilities of using digital technology, which then lead to social exclusion. s Bo O N The awareness of digital exclusion has been more and more recognized, but we still do not have ok FE R : E adequate answers and measures to prevent it. Digital exclusion of this population is largely the EN D U CE I result of a lack of adequate education and environmental support. According to Murphy (2021) the CA T'S A exclusion of people with ID has a harmful effect on their health, wellbeing, and inclusion. So, those TION B people who are at high risk of social exclusion are also those in the greatest need of digital inclusion A O U N (Helsper and Eynon 2010; Chadwick et al. 2013). The studies show that it is important to create op-T P D M portunities ensuring that people with ID and those supporting them possess the digital skills to use EO EN technology to their advantage (Martin et al. 2021; McCausland et al. 2021). This is difficult to achieve PL TA E 2 due to inaccessible development of digital apps (Martin et al. 2021; McCausland et al. 2021). This L H 02 suggests that people with ID do not have equal possibilities to be digitally included, as they depend EA 4 LT –2 on the supporters and family members. H 02 5 Therefore, the aim of this research is to investigate what opportunities adults with ID have to ac- quire digital skills, i.e. to examine the significance, requirements, challenges and potential for dig-ital participation and education. 1.1 Use of digital technology and benefits for persons with ID Building social support networks is very important for developing their sense of security, belonging, self-worth and positive self-image, giving them the possibility to access and participate in com-munity activities (Masnjak Šušković et al. 2023). Technology can help raise the level of autonomy in performing daily activities through learning new skills, e.g. sending e-mails (Cihak et al. 2015). Research among adults with ID, shows that self-determined use of mobile technology and apps was associated with improved social inclusion (Martin et al. 2021; McCausland et al. 2021). Research data from Croatia (Masnjak Šušković et al. 2023) shows that most of the people with mild and moderate ID who are involved in daily supporting programs (NGOs and institutional) have their own mobile phone/smartphone. On regular basis they have access to computer, laptop or tablet. In everyday life they mostly use phones/smartphones, and other mentioned technologies at least once a week. They mostly use digital technology for social involvement and connections with other, via different social media apps (i.e. Facebook, WhatsApp). Most participants had some basic digital using skills, like turning on a computer, use keyboard (type name) and search on Google, but only 31,1% can search and understand information on other sites and 37,7% can use passwords. Data implicated that significant number of people with ID could improve their basic skills and become more independent in using digital technology. Data from other studies also show that actions that require more reading or writing are a problem (Harrysson et al. 2004; McClimens and Gordon 2009; Shpigelman and Gill 2014; Molin et al. 2015). Data from different countries shows that when they use Internet it is primarily for the purpose of communicating with other users, through social media (Shpigelman and Gill 2014; Löfgren-Mårten-son et al. 2015; Molin et al. 2015; Lussier-Desrochers et al. 2017; Martin et al. 2021; McCausland et al. 2021; Heitplatz et al. 2022). They also largely use the Internet for entertainment (video or picture entertainment), daily news and events (Sallafranque St-Louis 2015 in Lussier-Desrochers et al. 2017). Social networks are the most common way of spending time on the Internet (Masnjak Šušković et al. 2023). Social networks can also be a good way to raise awareness about people with disabilities and source for breaking down the prejudices (Bonilla et al. 2022; Johansson et al. 2021). Some of the benefits of digital inclusion from the perception of people with ID themselves, are sense of belonging, ability to communicate with others at any time, connecting with people with- 58 1.2 Challenges related to digital inclusion of persons with ID w N edAL S Pr Despite many benefits of using digital technologies there are many challenges people with ID en - oCIE counter in understanding and using technology (Chadwick et al. 2013; Constantino et al. 2020; Lake ceN ed et al. 2021; Chadwick et al. 2022). TIF ingIC C Lussier-Desrochers et al. (2017), defined a model of five digital access dimensions in digital inclu - s BoON sion of people with ID: (1) Dimension relating to devices and Internet access, (2) Sensorimotor di- okFER mension, (3) Cognitive dimension, (4) Technical dimension, (5) Dimension relating to social codes wick et al. 2013; Sheehan and Hassiotis 2017). er-R RN evAT ieIO maintaining social relationships (Bakkum et al. 2021) and the possibility of self-expression (Chad- Pe INTE out disabilities (Heitplatz et al. 2022), easier access to online than live events (Lawford et al. 2023), and conventions. In the first dimension, the issue of ownership and availability of digital devices : E EN D UCE I appears. The literature review analysis shows two main ways that people with ID can access these CAT'S A devices: 1. ownership through purchase or donation and 2. equipment loan from another person, TIONB AO organization or lending program. Possibilities of owning a digital devices and connection to Inter-U NT P D net, depends on financial status of a person. People with ID are often having low incomes and are MEO at risk of poverty, because they depend on financial assistance from the state. Regarding second ENPL TAE 2 dimension, co-occurrence of ID and of sensorimotor limits is scientifically documented (Chadwick L H et al. 2013; Lussier-Desrochers et al. 2017). These limits have repercussions on the performance of 02 EA4 basic actions required to operate the devices. For example, a lack of upper-limb coordination, pre- LT–2 H02 hension or dexterity can make it difficult to use a keyboard or a mouse (Cleaver et al. 2009; Wong 5 et al. 2009; Dagenais et al. 2012 in Lussier-Desrochers et al. 2017), motor constraints often limit reaction time and execution speed, making certain activities difficult to perform because of time restrictions (e.g. filling out a form or shopping online) (Carmeli et al. 2008; Dagenais et al. 2012 in Lussier-Desrochers et al. 2017). In third dimension, various cognitive skills affect the possibility of usage of digital devices. Interaction with technologies requires several cognitive components and the list of necessary skills also includes reading and writing skills (Michel et al. 2006; Rivas-Costas et al. 2014 in Lussier-Desrochers et al. 2017). These cognitive components are needed for many digital actions, e.g. search for relevant information, understand digital symbols etc. In fourth dimension, they emphasize the technical problems and risks for equipment. The use of technological devices requires periodic solving of different technical issues (e.g. installing new programs, updating soft-ware, antivirus protection etc.). It can be too complex for people with ID and solving these problems often requires financial investment. Regarding final dimension, participation in the digital socie-ty requires an understanding of new social interaction rules and conventions. Not understanding these rules could expose them to new forms of victimization or exclusion (Lussier-Desrochers et al. 2017). Considering these dimensions and challenges, it is visible that that an increasing gap is being created between other citizens and persons with ID (Chadwick et al. 2013). One of the reasons for this gap is also in perceived risks of Internet access and use (Chadwick et al. 2016; Seale 2014). Data from studies show professionals often give online guidance to people with ID, without proper guidelines and education (Chiner et al. 2017; Ramsten et al. 2019; de Groot et al. 2022; de Grott et al. 2023). Their support strategies are often based on individual perceptions like those mentioned above (Löfgren-Mårtenson et al. 2018; Ramsten et al. 2019; de Grott et al. 2023). Due to these perceptions of supporters (family members and professional staff), they often place lim-its on people with ID in terms of digital education and support. Professionals have a responsibility to promote digital inclusion for people with ID without controlling or monitoring their online activities, although this may apply more strongly for adults than children and young people (Borgström et al. 2019; de Grott et al. 2023). People with ID have the right to be digitally included and have privacy in their online activities, but they need the support of others on this same path. So, when we refer to people with ID who are digitally active, the main question is how to guide them on this path. Other challenges regarding supporters from the organizations are lack of their own digital educa-tion, training, and organizational guidelines (Seal 2014; Chiner et al. 2017; de Grott et al. 2023). Furthermore, the age of people with ID as well as their living conditions, can affect their digital inclusion. The study of Murphy et al. (2019) shows that older people with ID are in majority remain-ing excluded from digital world. Access and use of technologies is especially limited for those who 59 w N edAL S 1.3 Digital education programs and approaches to people with ID Pr CIE o ce N Considering the known challenges, individually adapted digital education is required to enable ed TIF people with ID to be included in the digital world. Digital technologies can serve populations when ing IC C these populations are included in the solution design process (Kluge and Hamilton, 2021). Experi-s Bo O N ences and views of people with ID can and should be the basis for creating educational and other ok FE R support services (Randt 2011). The application of an inclusive approach is of particular importance : E EN D er-R R Apart from the challenges mentioned above, Chadwick et al. (2022) points out socio-political arise N ev AT as one of the barriers, due to the lack of government actions to promote digital inclusion. ie IO Pe IN acquiring digital skills, but also staff in institutions that support and foster the use of technologies. TE are living in residential settings. They also concluded that not only people with ID need support in U in this area (Masnjak Šušković et al., 2023). One of the examples of an such approach in practice CE I CA is “DigiAcademy” program, developed within the project “Digi-ID PLUS – Digital skills education to T'S A TION support better health and social inclusion outcomes for adults with ID” project granted by European B A O Institute of Innovation and Technology (EIT) Health. The project is headed and designed by Dr Esther U N T P D Murphy from Trinity College Dublin, The University of Dublin. The project is bringing together experts M EO of various profiles from five European countries. The main quality and value of the project is co-cre - EN PL TA E 2 ation of solutions together with people with ID, their families and professionals, all participating in L H 02 its creation and design (Murphy et al. 2022). Till today the first version of accessible digital education EA 4 platform “DigiAcademy” is made in Ireland and is still a work in progress. On this platform persons LT –2 H 02 with ID can learn by themselves (or with support) how to search on the Internet, use Google, open a 5 Gmail account and send e-mail, open Facebook, use WhatsApp etc. Samant Raja (2016) in report about bridging the disability divide through usage of digital technol-ogies, gives examples of accessible technology solutions people who have cognitive disabilities can use: (1) Text-to-speech rendition and speech/voice output; (2) Touch screen devices; (3) Mobile apps and online resources that mimic Augmentative and Alternative Communication (AAC) devices, electronic picture boards for communication; (4) Organization and memory aid tools such as online calendars, note taking, alerts; (5) GPS-facilitated navigation; (6) Use of multimedia to aid compre-hension i.e., videos, graphics. These solutions are possible to use by people with various cognitive disabilities, neither of mentioned solutions aren’t made especially for people with ID. Some of them can surely be useful, but only if they are available to users. The cost of assistive technologies can be a barrier to their use (Samant Raja 2016). Smart devices (iPad and Android based tablets) can be configured to offer similar functionality with the combination of in-built accessibility features and free or paid mobile applications (Foley and Ferri 2012; Samant Raja 2016). Some computer software programs (Microsoft Windows and Mac OS) come with in-built accessibility settings that a user can activate including text-to-speech, voice recognition, preferences for mouse and keyboard navigation, contrast settings, and magnification. Also, individuals with a license for Microsoft Office 2010 and higher or a subscription of Office 365 can download Window-Eyes, a leading screen reader (GW Micro 2014 in Samant Raja, 2016). Therse features are at no extra cost beyond the cost of the operating system. Regarding the technical and security issues, there are currently some sites that provide guidance re-garding digital technologies (e.g., Habilomedia.ca), but unfortunately, they are not adapted to the people with ID. Although acquiring technical skills is an important step in promoting access to digital technologies, few concrete actions intended specifically for people with ID have been performed to date (Lussier-Desrochers et al. 2017). In designing technologies, the technicians should consider universality of design (Lussier-Desrochers et al. 2017). To overcome the problem, one of the solu-tions is to involve persons with ID in the designing process (Hoppestad 2013; Lussier-Desrochers et al. 2017; Kluge and Hamilton 2021; Murphy et al. 2022). Accessible ICT features can also benefit many persons who may not identify as having a disability, i.e. senior citizens, people with low literacy, and people who may not know the dominant language (Samant Raja 2016). Considering the current situation with digital inclusion of people with ID, it iss very important to start working on appropriate ways of adapting digital technologies. Therefore, the aim of this research is to investigate how people with ID use digital technologies and how are they supported on that path. 60 2 PURPOSE AND GOALS Pe INTE The study aims to investigate what opportunities adults with ID have to acquire digital skills from er -RRN the perspective of their service providers. Focus is on the support that people with ID receive in using evAT ieIO digital technologies and acquiring digital skills. wN edA Research goals were set to determine: (1) the importance of digital inclusion for people with ID; (2) L S PrCIE prerequisites for digital education and participation of people with ID in practice. o ceN ed According to the aim of the research, by applying qualitative research methodology, the following TIF ingIC C research questions were defined: s BoO 1. How adults with ID use digital technology? N okFER 2. What support do adults with ID receive in using digital technology and in acquiring digital skills? : EEN D 3. What challenges do service providers encounter in providing support to adults with ID in the dig- UCE I CA ital area?T'S A TION 4. What should be considered in the development of future support and digital skills education pro -B AO grams?U NT P D MEO ENPL 3 METHODS TAE 2 L H02 In this research qualitative analyses were applied aiming to detect what opportunities adults with EA4 ID have, to acquire digital skills, from the perspective of their service providers, i.e. their leaders and LT–2 H02 professionals. This research is the part of the broader study conducted in Croatia which was carried 5 out as a part of the EU project “Digi-ID PLUS”. Four focus groups were conducted online, using the semi-structured interview method. Each group had 3-6 participants, 16 in total, and lasted about hour and a half. A qualitative analysis was carried out according to the minutes and audio recordings of the focus groups. There were four organizations for persons with ID for Croatia participating in the research (Center for Rehabilitation Zagreb, Center for Provision of Services in the Community Ozalj, Ozana Center – Daily Center for Rehabilitation and Work Activities, Croatian Association of Societies of Persons with Intellectual Disabilities). Sixteen participants (head of the institutions and professionals) from mentioned organizations were selected using the method of purposive sampling, as the organizations participated in the im-plementation of the entire “Digi-ID PLUS” project. Organizations provide services of counselling and support programs (institutional accommodation and supported housing; full day and half day stay; education and training; and supported employment). Three of them were government organiza-tions and one was NGO. There is a total number of 664 professionals working in these organization and providing support for 2149 people with ID in Croatia. Before conducting the focus groups, par-ticipants were presented with the topic and the purpose of the research, they were informed about the project and gave their voluntary consent. Out of the 16 participants (female= 14; male= 2; aged 26-63), 3 of them where leaders of their organization and 13 of them were professionals working with people with ID. The data was analyzed by thematic analysis (Braun and Clarke 2006). In accordance with our research questions, four thematic areas emerged. According to thematic areas, framework topics were deter-mined from the focus group transcripts. The relevant statements of the participants were coded and classified under the appropriate topic. From each topic, corresponding categories were derived. Research was carried out with the ethical permissions and positive opinion provided from the Ethical Committee of the Faculty of Education and Rehabilitation Sciences, University of Zagreb. Also, the ethical permissions were gathered from all the partner organizations in which the research was carried out. In all parts of the research, anonymity and protection of participants’ personal data were guaranteed. 4 RESULTS In this chapter, results from the focus groups will be presented. These qualitative results are pre-sented according to the thematic areas, which correspond to research questions (see Table 1). Topics within each thematic area are bolded and participants are numbered (for example, in P23, 2 is the number of focus group and 3 is the number of participant). 61 Table 1. Thematic areas and topics from the research questions ev RN Research question 1 (RQ1): How adults with ID use digital skills and Access to digital devices and Internet. AT digital technology? ie IO w er TE Using digital technology by people with ID Two topics were obtained from RQ1: Significance of acquiring -R Pe IN ed NA Providing support to people with ID in using digital technology Five topics were obtained from RQ2: Informal support, Digital L S Pr Research question 2 (RQ2): What support do adults with ID topic that requires support, Staff education, Educations as part ce N ed o receive in using digital technology and acquiring digital skills? of the short-term projects and Material resources. CIE ing TIF Challenges in providing support Seven topics were obtained from RQ3: Parents-related chal- IC C Research question 3 (RQ3): What challenges do service lenges, Digital devices are still not available, Personal traits of s Bo O providers encounter in providing support to adults with ID in people with ID, Complexity of acquiring new skills, Inaccessibility, N the digital area? Online threats and Insufficient resources of service providers. ok FE R : E EN Development of further support and education programs Six topics were obtained from RQ4: Teaching methods, D Research question 4 (RQ4): What should be taken into Education of supporters, Easy-to-understand digital content, U CE I CA account in the development of further support and digital Developing educational programs, Teaching purposeful skills T'S A TION skills education programs? and Responsible for teaching digital skills. B A O U N T P D Within thematic area Using digital technology by people with ID two topics were obtained: M EO (1) The first topic that arise within this thematic area is the significance of acquiring digital skills. EN PL TA E 2 Service providers believe that having adequate digital skills is important to adults with ID for L H 02 communication and access to different contents and services. They believe that the develop-EA 4 ment of digital skills can positively contribute to person‘s independence, social inclusion and LT –2 H 02 self-image. A participant said: “Acquiring these digital skills would mean a lot for their lives, be-5 cause they would be included in society. The parents would also have a better image of them... since they are very interested in it, they would be able to show that they can and they could even help their parents in some things. They would have a better self-image and feel better” (P11). (2) When it comes to the second topic, access to digital devices and Internet, there are differences among people with ID. Almost all participants agree that majority of people with ID have their own smartphones and Internet, but they do not have much experience in using computer or lap- top: “Our people rarely have laptops. If anyone has, it’s their parents’ laptop. They use mobile phones the most” (P33). Within thematic area Providing support to people with ID in using digital technology further five topics were obtained: (1) People with ID mainly receive informal support while using or learning about technology and this is the topic participants talked about most of the time. The support depends on initiative and goodwill of staff, who provide individual situation-based support, as a part of their daily work: “Most of the support occurs when the user doesn’t know something, or would like to learn some- thing, then they ask us to help them. So, nothing has been established, we still don‘t have anything in our plans and programs” (P22); “Most of it depends on us employees, on our skills, creativity, how we will transfer our knowledge to our users” (P12). A participant mentioned that teaching new digital skills is carried out through person-centred planning. (2) Digital topic that requires support the most is online security, as confirmed by participant’s state- ment: “We are now trying to prevent some dangers or misuse of it, so it is certainly important and we pay very, very much attention to security” (P32). Other activities that people with ID need support in are using social media, sending messages, using PC, online employment activities and sending e-mails. (3) Important factor in providing support is the staff education. Participants believe that they have sufficient digital skills to offer basic support as a team or at least can direct user to other col- leagues who are more educated: “We have a colleague who knows more about it, and then we refer users to him when they want to know more” (P42). (4) People with ID do not attend regular computer education organized by service provider, or the third party, but some of them are periodically involved in educations as a part of short-term projects. (5) Beside staff support, organizations also ensure material resources, i.e. digital devices and inter- net to their users. All organizations enable connection to the Internet and have one or few joint PCs for users in their facilities, due to their limited financial opportunities. A participant said: “When it’s important to someone, then we collect donations or secure it through other means, but for users to whom it’s not so important, we don’t provide devices” (P41). 62 (2) Furthermore, the majority of people with ID have mobile phone as previously stated, but for parents don‘t think their adult children need it or don‘t want that they use internet… parents per- ie IO wN edAL S ceive them as children” (P12) . Moreover, their own digital skills are low, which makes it difficult PrCIE to control online activities of their children and helping them. o ceN edTIF ingIC C some of them digital devices are still not available , especially when it comes to laptops and s BoO computers. A participant emphasized: “Not everyone has a computer, laptop, nor even cell phone, N ok (1) Firstly, there are Pe IN Within thematic area Challenges in providing support seven topics emerged: children, underestimating their capabilities and not seeing benefits of using technology: parents-related challenges. Parents often limit adults with ID, treating them as TE er -RR “This N evAT problem with the Internet is mainly related to the restrictions by parents because for some reason (3) The third group of challenges in technology-related support are and it wouldn‘t make sense that they go to the education to learn how to use a laptop if they don’t FER : EEN use this knowledge because they don‘t have a laptop” (P31). D UCE I personal traits of people with CAT'S A ID : age, limited cognitive abilities and the lack of motivation for acquiring practical digital TIONB knowledge useful in everyday activities: “… for example, you need to look at the bus schedule, AOU NT P most of them are not interested in that” (P13). D MEO (4) There is also a problem of complexity of acquiring new skills because of the need for continuity ENPL and long-lasting process, which is sometimes difficult to enable: “It‘s quite difficult because it TAE 2 L H requires practice, so it takes a lot of time for a person to learn, for example, how to use a mouse, how 02 EA4 to click” (P11). LT–2 H02 (5) Participants discussed a lot about the inaccessibility in different contexts. They think that digital 5 devices and contents are not sufficiently accessible to people with ID, especially to those with greater difficulties. Also, there is a lack of education in digital skills:“There is no regular computer workshop that people with intellectual disabilities could attend” (P42). (6) A lot of challenges in providing support emerge from the issue of online dangers. People with ID often do not recognize potential risks and inadvertently engage in dangerous activities out of a desire to communicate and make new friends, at the same time unaware that someone is trying to harm them. A participant remarked: “It may be difficult to explain who their real friends are and who are their friends only on social media, what kind of content is ok to publish, what kind isn’t, and that some things they share with real friends should not be shared with friends on social networks” (P23). Visiting porn sites, spending money and cyberbullying are other categories within this topic mentioned by participants. (7) The final barrier is insufficient resources of service providers. Digital skills of some staff, particu- larly older ones, are very poor, or they do not recognize benefits of digital technology, meaning that users with ID do not receive adequate support when these staff are on shift. A participant reported: “Some staff is uninterested, unmotivated and underestimating towards people with ID, and deny them the opportunity to even come in contact with digital technology” (P43). There is also a lack of material resources because organizations have no regular funding to purchase digital devices for users, so they rely on projects or donations. Within last thematic area Development of further support and education programs, six topics emerged: (1) The participants suggest different teaching methods in digital education: explanation, demon- stration, repetition, written instructions, learning by experience, creative techniques. They suggest an individual approach and emphasize the importance of using interests of the individual in teach- ing: “We use their interests, guide them how to achieve something more easily by using digital technol- ogies” (P42); “Motivation and connecting actualities in person’s life with technology is always a winning combination” (P43). One participant also sees peers as a great motivation for acquiring new skills. (2) In addition to training programmes for people with ID, education of supporters, i.e. parents and staff, is also needed. Computer literacy and keeping up with trends are critical in providing ap- propriate support today. (3) Easy-to-understand digital content also needs to be created: “It would be useful to have a simple website about local events. It might be easier for them if there was something on a weekly basis, for ex- ample, on Wednesday you have this movie in the cinema, in the library there is this workshop etc.” (P22). 63 er-R R curriculum should be created, a finished product for us who work with people with ID and it should N ev AT be sent to all associations” (P32). Other participant believes that accessibility of programmes can ie IO Pe IN people with ID. A participant stressed out the importance of developing a curriculum: “Perhaps a TE (4) When developing educational programs, it is important that they are systematic and adapted to w N only be achieved if people with ID, as target users, actively participate in the co-creation process: ed A L S Pr “I think that it’s impossible to make any educational program inclusive and accessible if people with CIE o ID are not included in the design process from the very beginning. I appeal that all institutions or ce N ed someone who develops any form of education, truly include people with ID before writing the pro-TIF ing IC C gram, ask what is important to them, how we can help and support them etc.” (P43). D EN independence, because that‘s the goal we’re all trying to achieve at the end of the day” (P12). It is U CE I also important to educate about internet safety. CA T'S A TION (6) The participants had different ideas about who is responsible for teaching digital skills : the B A ok FE apply them in everyday life: “These life skills are a priority, something that contributes to greater R : E s Bo ON (5) The focus of education should be on teaching purposeful skills, which means that person can N O family, educational institutions or service providers, but in the end, everyone agreed that all U T P D people in the circle of support should have this responsibility. One participant shared interesting M EO thought: “We don‘t go to special colleges to use Facebook, and then, on the other hand, we always EN PL TA E 2 have the need to treat people with ID, to design some special programs. I think that for the general L H population, we all learned spontaneously or someone taught us in our everyday life, we didn’t go to 02 EA 4 any special courses for most of the things we use in our everyday life” (P43). LT –2 H 02 5 5 DISCUSSION Research results are showing that the professionals recognize the importance and benefits of using digital technology for the lives of people with ID. In addition to providing access to different content and services and the possibility to communicate with others, it also contributes to socio-emotional well-being, increases social inclusion and a sense of belonging. Developing digital skills can have a positive impact on people’s independence, self-image and self-satisfaction. Similar has also been reported in other research (Martin et al. 2021; McCausland et al. 2021; Bakkum et al. 2022; Heitplatz et al. 2022; Masnjak Šušković et al. 2023), giving us a confirmation on benefits of digital inclusion. The benefits of digital technology, which facilitate and enrich the lives of both people with ID and those around them, are the reason why service providers (supporters) have been paying increasing attention to the digital area in recent years. However, an important finding of this study is that sup-port in organisations is mostly informal and situational and individually provided according to the wishes and interests of the users. There is no regular and systematic training either in the communi-ty or in the organisations, but at best occasional workshops in which some users participate as part of the organisations’ projects. Such training is not a permanent solution, as it is only short term, and it ends with the project. The problem arises when this is not done continuously and frequently, so people with ID don’t have the opportunity to practice digital skills on daily basis. An often mentioned challenge in providing support is Internet security and the inability to control what kind of online activities a person participates in, which is a frequent reason for parental re-strictions. People with ID often unintentionally engage in dangerous online activities because of the desire to make new acquaintances and to be included in the digital world like everyone else. Due to bad experiences with online fraud and abuse, it is not uncommon for parents take protective meas-ures. It is necessary to simultaneously work on educating people with ID and their supporters and family members about online security. Also, it is very important to build trust with the person with ID so that we can talk openly about the online activities in which the person participates. Finding the line between protection and freedom can be very challenging (Chadwick 2019; de Groot et al. 2022; de Groot et al. 2023). According to Molin et al. (2015), parents and teachers express anxieties about online risks. Teachers were concerned regarding isolation, comprehension of internet content accuracy, and naivety. Parents were concerned about trying new things, being too trusting and, un-able to detect deception. In addition, parents and supporters who are in daily contact with persons with ID often do not recog-nize the benefits of digital technology and believe they don’t need it, and are sometimes computer 64 the requirements when recruiting staff. w N edAL S It is common that service providers (organizations) do not have resources to educate their em- PrCIE o ployees and users in digital technology. The funds that organizations have, especially NGOs, are ceN ed often insufficient even for day-to-day programs, so other priorities are set against investment in TIF ingIC C digital literacy. The same problem arises with the purchase of laptops and computers for their s BoO users. People with ID usually lack experience in using computers and laptops. During their stay N okFE in the organization, users have access to computers and laptops, but at home they often don’t R : EEN have other digital devices than mobile phones. They cannot practice their digital skills at home. In often not familiar with it, since they are not sufficiently digitally literate. Participants agree that it is er-R RN evAT necessary to educate support staff, and some even point out that basic digital skills should be part of ieIO adjusting the use of programs and applications on computers and mobile phones, supporters are Pe INTE illiterate themselves, so they cannot help a person even if they want to. Although there are tools for U CE I D addition, mobile phones are easier to use, which may also be the reason why they are used more CA T'S A frequently compared to computers. Although organizations provide access to computers in their TIONB facilities, the devices are shared, so there is one device for a larger group of users. Participants be- AOU N lieve that people with mild disabilities generally have no problems accessing and using consumer T P D M technologies, but state that digital tools and devices are not sufficiently accessible or adapted for EO ENPL people with greater difficulties. TAE 2 L H Therefore, although organizations and people often may have a technological device donated to 02 EA4 them, it is very probable that they will not have the financial means to pay the additional usage costs LT–2 H02 for maintaining the devices, updating software, operating system, antivirus program etc. (Lussier-Des-5 rochers et al. 2017). Equipment given through donations are often obsolete and prone to technical problems, which could lead to their underusing. Also, people with ID need guidance with these pro-cesses, which are often cognitively complex (Dagenais et al. 2012 in Lussier-Desrochers et al. 2017). Owning a digital device is the first prerequisite for digital education. If a person does not have a computer at home, it makes no sense to include them in a computer workshop, as they will not be able to apply the learned skills. Accordingly, participants suggest individual support for a particular person based on individual assessment. Even though people with ID want to use tech-nology mainly for fun and communication, the focus of training should be on practical, everyday skills, that can be achieved gradually by linking digital activities to the individual’s interests. They believe that the existing educational offer in the community is not suitable for people with ID and point out that it is better to organize specific educations for them, adapted to their abilities. Supporters express the need for tools and a framework for education of users, as they currently haven’t support in this area. For this reason, a curriculum and systematic training should be cre-ated. However, caution is required when creating group education programmes for people with ID, because people differ from each other in various characteristics. A person-centred approach is required, i.e. training that corresponds to interests, level of support required, age, etc. This can be achieved through the active participation of people with ID in the creation of educational pro-grams. Thus, there are two important features that must coexist in developing further digital skills education: 1) systematicity and 2) individualization. The conducted research has few limitations. Due to the small sample that was intentionally selected among the service providers involved in the project, the results cannot be generalized. It is possible that organizations that weren’t present in the study have different conditions, possibilities, and ap-proaches to digital inclusion of users. Furthermore, all those who agreed to participate in the focus group have a positive attitude towards the technology and are enthusiastic about the topic, which surely has an impact on the results. Further research with a larger number of participants from more different organizations is needed to investigate differences between the different groups of sup-porters (i.e. age, work position etc.). Nevertheless, this study provides detailed and insightful findings about the existing support for people with ID in using digital technology and the difficulties faced by supporters. Based on the findings, certain guidelines can be derived that can help professionals and family members in sup-porting and teaching digital skills to people with ID: 1. Organize regular digital skills training within the organization (i.e. make time for computer workshops once a week). 65 w N ed 4. Build trust with people with ID and therefore talk openly with them about the online activities A L S Pr they engage in, to prevent exposure to dangerous activities. CIE o ce N 5. Make an individual assessment of what the person wants to learn and what skills will be of ben-ed TIF efit to them before including them in an educational activity. ing IC C 6. Include people with ID as active participants and experiential experts in the design of education-s Bo O N al programs. ok FE R 7. Incorporate the person‘s interests into the lessons/program. : E EN D er-R R social inclusion. N ev AT 3. Educate staff with low digital skills. Rely on teamwork and mutual support among colleagues. ie IO Pe IN tion, using concrete examples to show its application for achieving independence and improving TE 2. Raise awareness among parents and unmotivated staff about the importance of digital educa-U CE I 8. Use peer support in learning process and everyday support. Peers can be a great motivator for CA T'S A learning and teachers to other users. TION B A O U N T P D 6 CONCLUSION M EO EN This study gives us a deeper insight into how organizations in Croatia provide support in the digital PL TA E 2 area, which conditions are ensured to provide adequate support, and which still need to be devel-L H 02 oped. It observes what challenges support providers face and how they are overcoming them. The EA 4 LT –2 importance of digital technology in various aspects of the lives of people with ID was confirmed, H 02 but, unfortunately, there is a lack of education that would enable the improvement of their low 5 digital skills. Support that people with ID receive in this area is currently dependent on knowledge, goodwill and attitudes of family members and supporters, which might result in unequal oppor-tunities to participate in the digital world. Informal support in learning digital skills is very impor-tant, in current situation even crucial. Professional staff have no directions, they do it arbitrarily, each according to their own understanding. For this reason, the informal support shouldn’t be the only type of support. Instead, staff should be educated, and organizations encouraged to provide time and resources for continuous digital training. The issue of online security is also very important. The question remains how to find balance between control and freedom in supporting safe use of Inter-net, which is a big challenge for both family and supporters. Certain conditions must be met to make the education effective. First, a person should have access to digital devices where they practice and then apply the learned skills. Second, a person should be surrounded by people who can provide support, i.e., who have sufficient digital skills and have positive attitudes towards digital technol-ogy. Third, the education should meet several criteria: firstly, they must be systematic, i.e., regular and continuous, and secondly, the teaching methods and contents must be individualized according to the interests and capabilities of the individual. 66 REFERENCES Pe INTE 1. Bakkum, Lianne, Carlo Schuengel, Paula S. Sterkenburg, Noud Frielink, Petri J. C. M. Embregts, er -RRN Johanna Clasien de Schipper, Annet ten Brug, and Anne Tharner. 2021. People with intellectual evAT ie disabilities living in care facilities engaging in virtual social contact: A systematic review of the IO wN ed feasibility and effects on well-being. 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Her main fields of interest are life span development of people with ID; their mental health and quality of life; digital and social inclusion. Alisa Fabris, MS. Spec. Ed., is a research assistant, working on EU “Digi - ID Plus” project at the Uni-versity of Zagreb, Faculty of Education and Rehabilitation Sciences. Her main fields of interest are inclusive education and rehabilitation, digital and social inclusion of people with ID. Prof. Rea Fulgosi-Masnjak, PhD is full professor, tenure, psychologist at the University of Zagreb, Faculty of Education and Rehabilitation Sciences. Her work focuses on the field of inclusive educa-tion and rehabilitation assessment and diagnostics, children and youth sensory integration, quality of life and mental health of adults with intellectual disabilities. 69 er-R RN evAT ieIO Pe IN Published scientific conference contribution TE 1.08 Objavljeni znanstveni prispevek na konferenci w N edAL S Pr CELOSTNA OSEBNOST – JEDRO DOSTOJANSTVA o CIE ce N V IZOBRAŽEVANJU UČITELJEV ed TIF ing IC C INTEGRITY – THE CORE OF DIGNITY IN TEACHER EDUCATION D EN Univerza Alma Mater Europaea, Slovenia U CE I CA T'S A TION B ABSTRACT ok FER Erika Ašič, doktorska študentka : E s Bo ON A OU NT P D Respect for the integrity of the human being is the path to respecting his dignity. In education, M EO EN the teacher plays a crucial role. If they are aware of their own integrity, they will perceive chil-PL TA E 2 dren as integral beings and thus respect them in all their dignity. In the article, I analytically L H 02 summarize three perspectives on the human being: Viktor Emil Frankl (1905–1997), Ruth C. Cohn EA 4 (1912–2010), and Franc Pediček (1922–2008). They were contemporaries who lived during the LT –2 H 02 periods of both world wars, when human dignity was trampled upon, and all those who deviat-5 ed from certain standards were scorned. They paved the way for understanding the human being as an integral personality and restored dignity to them. I pause to review the basic guidelines for teacher education in the European and Slovenian contexts. In a small-scale study, I find that stu-dents in pedagogical programs have a poor understanding of the concept of integral personality and dignity and have a fairly weak grasp of basic concepts of spiritual dimensions. Keywords: holistic personality, dignity, student teacher, research, spiritual dimension. IZVLEČEK Spoštovanje človekove celostnosti je pot do spoštovanja njegovega dostojanstva. V vzgoji in izo-braževanju ima učitelj zelo pomembno vlogo. Če se on zaveda svoje celovitosti, bo kot celovite dojemal tudi otroke ter jih s tem spoštoval v vsem njihovem dostojanstvu. V prispevku analitično povzemam tri poglede na človeka: Viktor Emil Frankl (1905–1997), Ruth C. Cohn (1912–2010) in Franc Pediček (1922–2008). Bili so sodobniki, živeli so v obdobju obeh svetovnih vojn, ko je bilo teptano človekovo dostojanstvo ter so bili zaničevani vsi, ki so odstopali od meril nekaterih. Od-pirali so pot razumevanja človeka kot celostne osebnosti ter mu vračali dostojanstvo. Ustavim se ob pregledu temeljnih smernic za izobraževanje učiteljev v evropskem in slovenskem prostoru. V manjši raziskavi ugotavljam, da študenti pedagoške smeri slabo poznajo koncept celostne oseb-nosti ter dostojanstva in dokaj slabo razumejo osnovne pojme duhovne razsežnosti. Ključne besede: celostna osebnost, dostojanstvo, bodoči učitelj, raziskava, duhovna razsežnost 70 1 UVOD Pe INTE Ko spoštujemo človeka kot enkratno, celovito, integrirano osebnost, ga zaznamo v vsem njegovem er -RRN dostojanstvu – tako v njegovih zmožnostih kot v omejitvah na telesni, duševni in duhovni ravni. evAT ieIO Pomeni, da ga spoštujemo zato, ker je človek. wN edA V vzgojno-izobraževalni sistem, tako v predšolsko, osnovnošolsko kot tudi srednješolsko izobraževanje, L S PrCIE so otroci vključeni večino svojega aktivnega dela dneva. Zelo pomembno je, kako se v tem času z njimi o ceN dela, kakšen odnos se z njimi goji, kako se lahko osebnostno razvijajo. Otroci so bodoči nosilci družbene - edTIF ga sistema, bodoči politiki, gospodarstveniki, intelektualci, učitelji, zdravniki, kmetje, delavci, čistilke … ingIC C odgovorne posameznike in zaživijo osmišljeno življenje. Toda tudi učitelji in vzgojitelji so celovite ose : E EN D UCE I - CA bnosti. V času izobraževanja in tekom delovne dobe je pomembno, da pridobijo znanje in zavedanje o T'S A TION tem ter da zavestno skrbijo za vse svoje razsežnosti. Zanima me, ali so sami v času izobraževanja za svoj – tako na strokovni kot osebnostni ravni. Pričakujemo, da otroke spoštujejo takšne kot so, da do njih pris- ok FER topajo kot do celostnih osebnosti, da lahko otroci razvijajo vse svoje razsežnosti in odrastejo v svobodne, in nenazadnje – bodoči matere in očetje. Do učiteljev in vzgojiteljev gojimo izredno visoka pričakovanja s Bo ON poklic deležni takšnega znanja in možnosti za osebni razvoj, da bi se lahko sami razvili kot celovite in A BOU NT P D M integrirane osebnosti, se tega zavedali ter tako dostopali tudi do otrok in mladih. (Le učitelj, ki zna pisati, EO EN lahko nauči pisati druge.) Torej, da bi sebe in otroke spoštovali v vsem dostojanstvu. PL TAE 2 L H02 1.1 Celostna osebnost kot podstat človekovega dostojanstva EA4 LT–2 H Ustavimo se pri treh sodobnikih, ki so izkusili grozote druge svetovne vojne; Viktor Emil Frankl 025 (1905–1997) in Ruth C. Cohn (1912–2010) na takrat nemških tleh, oba judovskega porekla, Franc Pediček (1922–2008) na slovenskem področju. Med vojno je bilo človekovo dostojanstvo do konca poteptano – ljudje so bili preganjani in/ali ubiti bodisi zaradi zgodovinskega izvora (npr. Židje, Romi), zaradi svojega stanu (kmetje, podjetniki, ob-rtniki, trgovci), zaradi samostojnega razmišljanja in svojega znanja (intelektualci, učitelji) ali ideo-logije in (verniki, duhovniki, redovnice). Kdor je samostojno razmišljal, ustvarjal, bil razgledan – ali če je bilo to potencialno možno – je bil problematičen. Zahtevana je bila popolna ubogljivost in skladnost s točno določenim režimom – tako v dejanjih, besedah kot v mislih. Šlo je za nespošto-vanje človekovega dostojanstva – človek je veljal samo, če je izpolnjeval določene pogoje. To pa se ne ujema z osnovnim konceptom človekovega dostojanstva: človek je enkratna, neponovljiva, ne-zamenljiva oseba, zato je vredna brezpogojnega spoštovanja (Ramovš 2017, 143–145). Kljub zmo-tam, napakam ali bolezni vsak človek še vedno ohrani svoje dostojanstvo: »tudi če bi kdo bil v tako slabem položaju, da ne bi mogel narediti česar koli koristnega, kljub temu ne bi izgubil ne svojega dostojanstva ne smiselnosti svojega obstajanja.« (Lukas 2017, 81) Frankl, Cohn in Pediček so vsak na svoj način izkusili to kratenje človekovega dostojanstva. Vsi trije so s svojim znanjem skušali vrniti človeku dostojanstvo in s svojim strokovnim delom nenehno opo-zarjali nanj. Vsak v svojem prostoru so razvijali strokovno znanje, koncepte in načine za spoštovanje celovitega človeškega bitja, pri tem pa tudi svojo človeško plat. Ni znano, ali so se med seboj pozna-li, je pa npr. Pediček izhajal iz Franklovega dela in pisal o pedagoški logologiji (Pediček 1992, 242). 1.1.1 Viktor Emil Frankl (1905–1997) Viktor E. Frankl je bil rojen na Dunaju, v družini z judovskim poreklom. Izobraževati se je začel med prvo svetovno vojno, v obdobju velike revščine. Bil je povezan s Freudom in Adlerjem, a so se nji-hove poti razšle. Ustanovil je Svetovalni center za mladostnike na Dunaju, pozneje še v drugih mes-tih. Po diplomi je delal v več klinikah, leta 1937 pa kot specialist nevrologije in psihiatrije odprl zasebno ambulanto. S Hitlerjevim prevzemom Avstrije se je Franklovo delo prekinilo. Preživel je tri koncentracijska taborišča, kjer je gledal smrti neposredno v oči. Izgubil je ženo, starša, brata, karie-ro. Leta 1945 se je vrnil na Dunaj. Je utemeljitelj logoterapije in tretje dunajske šole (prvi dve: Freud in Adler), bil je nevrolog, psihiater. Prejel je 29 častnih doktoratov, njegove knjige so prevedene v skoraj vse svetovne jezike. 25 let je bil predstojnik Nevrološke poliklinike na Dunaju, po habilitaciji je prevzel Katedro za nevrologijo in psihiatrijo na Univerzi na Dunaju, kjer je predaval do svoje up-okojitve (1995). Imel je množico predavanj na univerzah po vsem svetu. Kljub svojemu trpljenju v taboriščih in izgubah najdražjih je ohranil voljo do smisla. 71 er-R R mu vzamemo dostojanstvo. Sprememba na eni razsežnosti povzroči spremembo tudi v drugih dveh. N ev AT Ker je duhovna razsežnost edinstveno človeška, je ‚najvišja‘. (Frankl 2016, 18–19) Franklovo delo je ie IO Pe IN je edinstveno, v sebi povezano bitje. Če nanj gledamo le z vidika ene razsežnosti, ga razosebimo, TE Frankl je na človeka gledal kot na nedeljivo celoto telesne, duševne in duhovne razsežnosti. Človek w N temeljilo na duhovni dimenziji – v bivanjskih vprašanjih in vprašanjih volje do smisla, svobode in ed A L S Pr odgovornosti. Postavil je tri poglavitna načela logoterapije: volja do smisla, smisel življenja in svo-CIE o boda volje (Frankl 2016, 9). Če človek ne najde in ne izpolnjuje smisla v svojih življenjskih nalogah ce N ed v odnosu do sebe in drugih, ga to sčasoma privede v bivanjsko krizo oz. krizo smisla. Tako je smisel TIF ing IC C življenja tesno povezan z duševnim zdravjem ljudi. (Kristovič 2013, 625–628) Bistvo človeškosti je ok FER : E s Bo O »v preseganju samega sebe in pogojev, v predanosti neki nalogi ali osebi« (Kristovič 2013, 629). N D EN 1.1.2 Ruth C. Cohn (1912–2010) TION mije in psihologije je leta 1933 zaradi nevarnosti vojnega ujetništva prebegnila v Švico, leta 1941 pa B A O je emigrirala v ZDA. Bila je psihologinja, filozofinja, psihoterapevtka, psihoanalitičarka. Usposablja - U N T P D CA Ruth C. Cohn je bila rojena v Berlinu, v družini z nemško-judovskim poreklom. Med študijem ekono- T'S A U CE I M la se je na področju skupinske terapije, Gestalt terapije, prejela je dva častna doktorata. Leta 1974 EN EO se je preselila v Evropo. Predavala je na univerzah in strokovnih srečanjih ter vodila delavnice in te- TA PLE 2 rapevtske skupine. Vzpostavila je metodo TCI – Theme Centered Interaction. Leta 1966 je ustanovila L H 02 podjetje Workshop Institute for Living-Learning. (Ruth Cohn Institute for TCI International) EA 4 LT –2 Osredotočala se je na celostni pristop – na osebnostno rast posameznika znotraj določenega okol-H 02 ja, na vprašanje povezanosti človekovega telesa, misli, čustev in duhovnega sveta. Pomembno ji 5 je bilo vprašanje smisla, svobode in odgovornosti ter avtonomije in povezanosti. Cilj metode TCI je pomagati ljudem, da svoje interese in naloge strukturirajo odgovorno in samostojno ter ustvar-jalno uporabljajo svoje vire. Zahteva brezpogojno spoštovanje vsakega posameznika ter zagovar-ja življenjsko, izkušenjsko učenje. (Ruth Cohn Institute for TCI International) Osnovni elementi TCI metode so štirje faktorji, ki so med seboj povezani in enako pomembni: jaz, mi, predmet (naloga) in kontekst. Med njimi obstoja dinamično ravnovesje, ki omogoča učenje in rast. Opredeli tri osnov-na načela: (1) posameznik je psiho biološka enota, je avtonomen in hkrati soodvisen; (2) vsa živa bitja si zaslužijo spoštovanje; (3) svobodno odločanje poteka znotraj začasnih notranjih in zunanjih meja. Opredeli tudi dva postulata, trditvi: (1) bodi sam svoj ‚chairperson‘ (vodja) – ob upoštevanju drugih, sebe in okoliščin je treba odgovorno sprejemati odločitve in (2) motnje imajo prednost, so priložnost in ne ovira. (Cohn 1971; Cohn b. d.) 1.1.3 Franc Pediček (1922–2008) Franc Pediček je bil rojen v Malečniku (Sv. Peter) pri Mariboru, v slovenski družini. Obiskoval je klasično gimnazijo v Mariboru, pred začetkom 2. svetovne vojne prišel v Ljubljano in nadaljeval s šolanjem. Med vojno je doživel grozote taborišč na Turjaku, v Kočevju, Vetrinju in na Teharjah. Fizično je bil na robu smrti. Po vojni je pri dr. Gogali doštudiral pedagogiko. (Ramovš 2008, 2) Vse življenje je delal na področju vzgoje: »kot učitelj in svetovalec v gimnazijah, kot priljubljen pre-davatelj študentom, učiteljem in staršem, kot znanstvenik in ploden ustvarjalec teoretičnih in prak-tičnih knjig, člankov in referatov« (Ramovš 2008, 2). V slovensko šolstvo je uvedel šolsko svetovalno delo. Sistematično je snoval in teoretično utemeljeval celostno pedagogiko: celovito antropogogiko, pedagogiko, hebegogiko, andragogiko in gerontogogiko ter tanatogogiko (soočanje z minljivostjo, ovirami) (Ramovš 2008, 2). Nasprotoval je tezi, da je človek v funkciji družbe ter konceptu vsestransko razvite osebnosti ter zasledoval smoter vzgoje. Zagovarjal je celosten pogled na človeka (ki je znotraj sebe povezan in ne sestavljen). Po letu 1971, ko je na pedagoškem kongresu na Bledu svoje poglede jasno izrazil, je bil deležen cenzure v pisanju, prepovedano mu je bilo predavati, na voljo so mu bile le ‚obrobne‘ službe. Kljub temu je ustvarjal in zgradil pomembne premike na psihološkem, antropolo-škem in pedagoškem področju (Ramovš 2013, 182–192). Postavil je kritike t. i. Gabrove prenove šole (1996–1999) na treh ravneh: metodološko procesne (šolsko delo je bilo podrejeno izključevalnosti interdisciplinarnega vidika, enostranskemu totalitarizmu), vsebinsko-inovacijske (črtanje vrednostne vzgoje iz VIZ procesa, poudarjanje informacijskega znanja) in organizacijsko funkcionalne (podrejanje šole birokratizmu) (Pediček 1998, 7–10). Pripravil je na znanstvenih podlagah temelječe smernice za prenovo šole na Slovenskem (Pediček 1992; Pediček 1994). 72 1.1.4 Ključne stične točke krepijo človekovo dostojanstvo niti človeku dostojanstvo. Vsem je bilo skupno: RNAT ev ie – Celostni pogled na človeka, pri čemer ne gre za vsoto nekih lastnosti in danosti, temveč za integ -IO w Frankl, Cohn in Pediček so s svojim življenjem in trdim znanstvenim in praktičnim delom skušali vr- TE er -R Pe IN – Poudarek na smiselnosti življenja, dela, odnosov, kar daje človeku moč. rirano, celovito osebnost. ed NAL S Pr oCIE ceN – Pomen svobode in osebne odgovornosti – posameznik (naj) ima svobodo izbire, vendar od- edTIF ločitve so tudi odgovornost, s tem povezane pa posledice. ingIC C – Poudarjali so pomen povezanosti med ljudmi, skrb posameznika za družbo. duševno zdravje, samospoštovanje, sposobnost soočanja z različnimi življenjskimi situacijami. EN D UCE I CAT'S A – Bili so široko razgledani in so imeli znanje različnih disciplin. Ustvarili so nove koncepte dela, TIONB vrsto strokovnih in znanstvenih del. – S terapevtskim oz. pedagoškim delom so mnogim pomagali vrniti dostojanstvo; pomagali so krepiti ok FER : E – Zavedali so se pomena vzgoje ter na tem področju delovali. s Bo ON – Prispevali so pomemben delež tudi na področju šolstva, tudi izobraževanja učiteljev. Cohn in A OU NT P D MEO Pediček že v času svojega življenja (Cohn b.d.; Pediček 1992), Franklova logoterapija pa je sčaso - ENPL TAE 2 ma vključevana v pedagoško delo, na Slovenskem najbolj konkretno z uvedbo študija Logoped - L H agogike (Specialistični študij … 2024).02 EA4 LT V nadaljevanju se osredotočimo na celostno osebnost kot ključ do spoštovanja človekovega dosto -–2 H02 janstva ter v luči tega poglejmo na izobraževanje učiteljev na Slovenskem.5 1.1.5 Celostni razvoj v šoli Šola je lakmusov papir družbe (Muhovič 2011, 29). S prevelikim poudarkom na kognitivnem razvo-ju, na znanju, na pridobivanju točk in tekmovanju za ocene je šola krenila stran od tega, da bi zago-tovila celovit razvoj otrokom. S postavljanjem v ospredje tega, kar se meri, spregleda to, česar se ne da meriti: ustvarjalnost, domišljijo, empatijo, voljo do smisla, čustva, identiteto, odnose do sebe in drugih, dostojanstvo … (Šverc 2011, 47; Kristovič idr. 2022, 106–109). Slednje človeku omogoča, da čuti sebe v vsej polnosti, svojo nedeljivost, smiselnost in uresničenost, svobodo in odgovornost, svo-je dostojanstvo, da ustvarja in ohranja harmonijo (Cohn 1971, Palmer 2001). Barica Marentič Požar-nik poudarja, da ni kakovostnega znanja, »če ob tem ne aktiviramo in razvijamo celotne učenčeve osebnosti in ne le spoznavno plat« (Marentič Požarnik 2011, 76). Na pretiran poudarek na znanju in ocenjevanju le ponavljanja pridobljenih informacij ter pomanjkan-je celostnega pogleda na človeka v sistemu vzgoje in izobraževanja je opozarjal že Pediček (1998, 7–10, 97), Svetina (1990, 45–58) in drugi. Današnje generacije učiteljev in staršev so torej šle skozi sis-tem izobraževanja, ki je spodbujal ponavljanje pridobljenih informacij, učenje za pridobivanje ocen in točk ter s tem tekmovalnost. Postavlja se vprašanje, kako in kdaj lahko učitelj, ki je v celotnem sistemu šolanja razvijal le svojo kognitivno plat, razvije tudi duhovno raven? Ali mu to da fakulteta? 1.2 Evropske in slovenske smernice za izobraževanje učiteljev Delo učiteljev in njihovo izobraževanje usmerjajo nekatere smernice na svetovni (npr. UNESCO), evropski, državni ter na ravni posamezne univerze, ki izobražuje bodoče učitelje. Tu imajo pose-bno mesto UNESCO-vi štirje stebri vzgoje in izobraževanja: učiti se, da bi vedeli; učiti se, da bi znali delati; učiti se živeti z drugimi; učiti se biti (Delors 1996), ki se jim je pridružil peti: učiti se postati s svetom (Common Worlds … 2020), ter Incheonska deklaracija – izobraževalni okvir za ukrepanje do 2030 (UNESCO 2015). Tu so še Zelena knjiga o izobraževanju učiteljev v Evropi (2001), Strategija Izobraževanje in usposabljanje 2020 (Svet Evropske unije 2009), Zakon o visokem šolstvu (2012), Zakon o osnovni šoli (2007), Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji (Krek in Metl-jak 2011) ter pravilniki posameznih fakultet. Na nekaterih univerzah imajo etični kodeks (Univerza v Ljubljani 2014; Univerza na Primorskem 2011; Univerza v Mariboru 2021), učitelji svojega etičnega kodeksa še vedno nimajo. Imajo pa ga člani Društva katoliških pedagogov Slovenije (1998). Konk-retne smernice za izobraževanje učiteljev so zapisane v učnih načrtih posameznih učnih programov pedagoških smeri. 73 w N pedagoških fakultet v Sloveniji je manjši poudarek na duhovni ravni oz. četrtem UNESCO-vem steb-ed A L S Pr ru ‚učiti se biti‘ (Ašič 2016). CIE o Postavlja se teza, da je slovenski bodoči učitelj v času izobraževanja za opravljanje tega poklica ce N ed TIF premalo celostno pripravljen za vzgojo in izobraževanje otrok in mladih; v mislih imam predvsem ing IC C četrti in peti UNESCO-v steber oz. duhovni razvoj učiteljeve osebnosti ter Incheonsko deklaracijo. s Bo O N Gre za področje smiselnosti, odgovornosti, poslanstva, vrednot, vesti, empatije, intuicije, samo-ok FE R stojnosti, ustvarjalnosti, dostojanstva, smisla za humor, pozitivnega odnosa do življenja … ter čuta : E EN D er-R R Evropi 2001 ipd.). Slovenski dokumenti skušajo temu slediti, čeprav je holističnost osebnosti v njih N ev AT prisotna filigransko (Zakon o osnovni šoli 2007; Krek in Metljak 2011). V učnih ciljih in smernicah ie IO Pe IN ti (Delors 1996; Common Worlds … 2020; UNESCO 2015; Zelena knjiga o izobraževanju učiteljev v TE Evropske smernice podpirajo in odpirajo poti v smeri upoštevanja in formacije celostne osebnos- A BO 1.3 Dosedanje raziskave U N T P D M Raziskav na pedagoškem področju je veliko, vendar se nanašajo na določen segment osebnostnega EO EN ali profesionalnega razvoja učiteljev. Tako npr. najdemo raziskave o kompetencah (Peklaj 2008), PL TA E 2 o profesionalnem razvoju učiteljev (Vršnik Perše 2015; Peklaj idr. 2006; Marentič Požarnik 1987 in L H 02 CA profesionalnosti« in zato nujno potrebna v osebnem in poklicnem delu. T'S A TION U CE I za nadnaravno. Kot pravi Novak (2006, 63), je osebnostna rast učitelja »sestavina razvoja poklicne EA 2020), o razvoju učiteljeve poklicne poti (Muršak idr. 2011) itd. 4 –2 LT H Ključno raziskavo s področja celostnega pristopa v šolstvu je opravil Kristovič s sodelavci. Razisko-02 vali so »poznavanje in uporabo holističnega pristopa« pedagoških delavcev pri njihovem delu »ter 5 poznavanje nekaterih mednarodnih dokumentov, ki implicirajo na uporabo holističnega pristopa« (Kristovič idr. 2022, 132). V vzorec so zajeli 525 strokovnih delavcev v vzgoji in izobraževanju (VIZ). Raziskava kaže, da je poznavanje evropskih smernic ter smernic holističnega pristopa šibko, še po-sebej pri mlajših pedagoških delavcih oz. tistih s krajšo delovno dobo (n. d. 161–169). Leta 2016 sem v manjši kvalitativni analizi preverila, koliko se učni načrti slovenskih pedagoških fakultet programa za izobraževanje bodočih učiteljev razrednega pouka ujemajo s smernicami UN-ESCO (štirje stebri – Delors 1996) in drugimi pomembnejšimi smernicami. Ugotovila sem, da je četrti steber – učiti se biti – najslabše zastopan v učnih načrtih teh fakultet (Ašič 2016). 2 NAMEN IN CILJI Namen tokratne raziskave je bilo med bodočimi učitelji – sedaj študenti pedagoške smeri – ugoto-viti poznavanje koncepta celostne osebnosti ter dostojanstva, njihovo zavedanje o svoji celovitosti ter razumevanje osnovnih pojmov duhovne razsežnosti. Cilji raziskave so neposredno povezani z raziskovalnimi vprašanji. Slednja navajam: – RV1: Kako študentje pedagoških smeri opredelijo pojem celostna osebnost? – RV2: Ali študentje pedagoških smeri poznajo osnovna dva dokumenta UNESCA – Učenje, skriti zaklad ali/in Incheonsko deklaracijo? – RV3: Kako študentje pedagoških smeri opredelijo pojem duhovna razsežnost? – RV4: Kaj študentje razumejo pod pojmom dostojanstvo? – RV5: Katera okolja bodoči učitelji zaznajo kot pomembna za razvoj celostne osebnosti? Smisel raziskave je okrepiti zavedanje, (1) da je učitelj celostna osebnost, (2) da ni vseeno, ali učitelj kot pomembna oseba pri zorenju otrok pozna pojme človekovo dostojanstvo, celostna osebnost ter (3) da je pomembno učiteljevo poznavanje evropskih smernic, ki usmerjajo vzgojo in izobraževanje v celostni razvoj. 3 METODE Vprašalnik v spletnem orodju 1ka sem pripravila sama, deloma sem vprašanja prilagodila vprašan-jem iz raziskave o poznavanju in uporabi holističnega pristopa med pedagoškimi delavci (Kristovič idr. 2022, 132–160). 74 sošolkam oz. v primeru profesorja študentom. Od 52 odgovarjajočih je med 8. in 15. 1. 2024 vprašal w N - edAL S nik do konca izpolnilo 20 udeležencev. PrCIE o Vprašalnik je obsegal 23 vprašanj, od tega jih je bilo 11 odprtega tipa. Podatke, ki so bili prido - ceN ed bljeni z odprtimi vprašanji, sem obdelala kvalitativno, po postopku kodiranja po Glaserju in Straussu TIF ingIC C (Mesec 1997, 29–37), ki je smiselno prirejen glede na to, da so bili odgovori kratki in jedrnati: s BoON 1. Dobeseden izpis izjav. okFER 2. Podčrtovanje delov izjav, ki bolj natančno izražajo vsebino. : EEN D Raziskava je bila opravljena po metodi snežne kepe – poslala sem jo trem osebam (s Pedagoške er-R RN evAT fakultete v Ljubljani, Kopru in Mariboru). Vsako od njih sem prosila, da razpošlje svojim sošolcem in ieIO voljno sodelovanje ter uporabo podatkov v zgolj raziskovalne namene. Pe INTE Na začetku sem udeležence seznanila z namenom raziskave ter jim zagotovila anonimnost, prosto- 3. Izpis podčrtanih delov. U CE I 4. Pripisovanje kod. CA T'S A TIONB 5. Ureditev izvlečkov po kodah. AOU NT P 6. Oblikovanje pojmov – pripisovanje pojmov D MEO 7. Urejanje pojmov v kategorije ter dodajanje manjkajočih pojmov. ENPL TAE 2 8. Oblikovanje teorije. L H02 Podatke, zbrane v vprašanjih zaprtega tipa, sem samo seštela, saj je število odgovorov premajhno EA4 LT–2 za resno kvantitativno analizo. H02 Vzorec ni reprezentativen, kljub temu pa nam v razmislek daje zanimive informacije.5 Metodološki pristop v raziskavi je kvalitativen, saj je bil poudarek na raziskovanju vprašanj odprte-ga tipa. Odgovori na vprašanja odprtega tipa nam podajo več vsebine, širše lahko pogledamo na odgovor. Odgovorov na vprašanja zaprtega tipa je bilo premalo, da bi na podlagi slednjih kvantita-tivna analiza podala pomembne zaključke. Tako podatki kvantitativnega izvora podajo le okvir za razumevanje izsledkov kvalitativne analize, ki je narejena po metodi Glaserja in Straussa. 4 REZULTATI IN RAZPRAVA V raziskavi je sodelovalo 8 študentov in 44 študentk smeri Razredni pouk na eni od treh slovenskih Pedagoških fakultet; od tega 18 iz drugega letnika, 19 iz tretjega ter 15 iz četrtega letnika. Tekom ankete se je število manjšalo. 4.1 RV1: Kako študentje pedagoških smeri opredelijo pojem celostna osebnost? V povezavi s tem sta bili dve vprašanji odprtega tipa. V enem so vprašani odgovarjali, kako bi opre-delili pojem ‚celostna osebnost‘, v drugem pa, ali poznajo kakšnega strokovnjaka, ki govori o celost-ni osebnosti. S pomočjo kvalitativne obdelave pridobljenih podatkov so se nam izrisale tri skupine odgovorov na vprašanje, kako bi opredelili pojem ‚celostna osebnost‘ oz. kako bi to razložili otroku: – Nepoznavanje ali nejasno definirano – tu gre za dejansko nepoznavanje (3) (»ne vem«) kot tudi za nejasno izražanje (8) (»celotna osebnost«, »izpopolnjena osebnost«, »tak kot si navznoter«); – Le deloma navedeno – tu gre za odgovore, ki so vsebovali le vedénje (1), vedénje in odnose (2), vrednote (1) ali značaj (3) (odgovori kot »značilnosti pri ljudeh, ki niso vidne navzven, temveč kako se vedemo v različnih družbah in kako gradimo prijateljstva«, »nek celoten značaj osebe«); – (Dokaj) celostno obrazloženo – tu gre za odgovore, ki so: – opredelili duševno in duhovno raven (10) (»Skupek osebnostnih lastnosti (kako mislimo, čutimo, obnašamo, delujemo v okolju).«, »Misli, vedenje, čustva in podobno so integrirani kot celota. Otroku bi razložila, da smo kot kos pice, in vsak del predstavlja nekaj, na primer en kos so čustva, en kos vedenje, in da celostna osebnost predstavlja celo pico.«), – zaobjeli vse tri ravni – telesno, duševno in duhovno (2) (»Vse, kar ti si. Tvoj značaj, tempera- ment, videz, misli, vrednote, stališča.«). 75 w N ed Iz analiz vidimo, da je poznavanje pojma celostna osebnost izjemno šibko, saj sta to zaobjela samo A L S Pr dva vprašana (od 33-ih). Tako je odgovor na RV1, da bodoči učitelji razrednega pouka zelo slabo CIE o poznajo koncept celostne osebnosti ter njegove avtorje. ce N ed TIF Slednje je zaskrbljujoče. Možno je sicer, da bodo kot učitelji nezavedno vstopali v odnose z otroki, ing IC C sodelavci in tudi do sebe na celostni ravni, toda za to je večja gotovost in kakovost, če bi o holistič-s Bo O N nem konceptu imeli znanje, če bi bilo to tudi na zavedni ravni (prim. Lukas 2007, 12). ok FE R : E EN D er-R R Bucay, Karel Gržan, Veronika Podgoršek, Oton Župančič. Ugotovili smo, da študentje, ki so vprašanja N ev AT izpolnjevali, ne poznajo strokovnjakov s področja holističnega pristopa. ie IO Pe IN navedli nekaj imen: Freud (3), Piaget (2), Erikson (2), po enkrat so bili omenjeni: Marjanovič Umek, TE Pri drugem – poznavanje avtorjev – je bilo največ odgovorov, da ne poznajo nikogar (10), drugi so U 4.2 RV2: Ali študentje pedagoških smeri poznajo osnovna dva dokumenta UNESCA – Delorsov CE I CA Učenje, skriti zaklad ali/in Incheonsko deklaracijo? T'S A TION B Odgovor na to raziskovalno vprašanje nam dajo izsledki treh vprašanj zaprtega tipa. A O U N T P D M Slika 1: UNESCO je leta 1996 v Delorsovem dokumentu Učenje, skriti zaklad, opredelil 4 stebre EO EN vzgoje in izobraževanja. Ali jih poznate? (n = 33) PL TA E 2 L H 02 EA 4 LT –2 H 02 5 UNESCO-vih štirih stebrov ne pozna nihče od teh, ki so izpolnili vprašalnik, 10 jih je le slišalo zanj. Slika 2: Leta 2020 je UNESCO dodal peti steber: Učiti se postati s svetom – izobraževanje za prihod-nost. Ga poznate? (n = 20) UNESCO-vega petega stebra ne pozna nihče od teh, ki so izpolnili vprašalnik, 3 so le slišali zanj. Slika 3: Ali poznate priporočila Incheonske deklaracije iz leta 2015? (n = 20) 76 Incheonske deklaracije ne pozna nihče od teh, ki so izpolnili vprašalnik. tov, ki usmerjajo tudi slovensko šolstvo in želijo razširiti holistični pristop v vzgoji in izobraževanju. RNAT ev Dopuščamo možnost, da se morda o tem na fakulteti še niso učili, toda med vprašanimi je bila veči - ieIO w Odgovor na RV2 je, da vprašani bodoči učitelji sploh ne poznajo temeljnih UNESCO-vih dokumen- TE er -R Pe IN na tretji in četrti letnik Pedagoške fakultete. Morda je izobraževanje v tej smeri načrtovano za zak N - edAL S ljučne mesece? Vemo, da je koncepte treba ponotranjiti, kar pa ni mogoče storiti v nekaj mesecih. PrCIE o 4.3 RV3: Kako študentje pedagoških smeri opredelijo pojem duhovna razsežnost? ceN edTIF Odprto vprašanje je bilo zastavljeno tako: Kako bi opredelili duhovno raven človeka? Kako bi to npr. ingIC C – Razmišljanje, mišljenje, misli EN D UCE I – Vrednote, morala, prepričanja CAT'S A – Vera, religija TIONB A – Čustva, čutenje, doživljanje ok FER : E razložili otroku? V kvalitativni analizi se je izrisalo nekaj skupin: s Bo ON – Poznavanje sebe, svoje notranjosti OU NT P D Tu izpostavljam odgovor: »Človek ima telo, s katerim čuti stvari iz okolja in um, s katerim razmišlja MEO in ustvarja odločitve. Poleg tega obstaja tudi duhovna raven človeka, ki vpliva na to, kako se odloča - ENPL TAE 2 mo, kaj je dobro in kaj slabo, v kaj verjamemo in kaj je za nas pomembno.« L H02 Večina odgovorov je zavzemalo le eno postavko (npr. čustva, vera, mišljenje …). Zgoraj naveden EA4 LT–2 odgovor, ki široko opisuje duhovno razsežnost, je izjema. V odgovorih vidimo tudi mešanje duhovne H02 in duševne ravni.5 V naslednjem vprašanju so bili vprašani naprošeni, da izmed navedenih pojmov označijo tiste, za katere menijo, da sodijo v duhovno raven osebnosti. Lahko so označili več pojmov. Slika 4: Obkrožite pojme, za katere menite, da opredeljujejo duhovno raven osebnosti. (n = 18). Možnih je več odgovorov. Pojmi so bili v vprašalniku med seboj pomešani, v grafu so urejeni po pogostosti označbe. Vprašanje je bilo zaprtega tipa. Skoraj vsi vprašani so empatijo zaznali kot duhovno razsežnost. Tja so postavili tudi obvladovanje jeze, znanje, pisanje, pomivanje posode in vožnjo skiroja. Dokaj nizko so pristali poslanstvo, volja do smisla, etičnost, avtonomija, odgovornost in ustvarjalnost, ki so temeljni pojmi duhovne razsežnos-ti. Odgovor na RV3 je, da bodoči učitelji srednje dobro poznajo duhovno razsežnost. 4.4 RV4: Kaj študentje razumejo pod pojmom dostojanstvo? S kvalitativno analizo so se izrisale tri skupine odgovorov na vprašanje odprtega tipa (Kako bi otroku v nekaj besedah opisali pojem ‚človekovo dostojanstvo‘?): – Spoštovanje vsakega človeka (»da ga nihče ne žali in krši njegovih pravic«, »da ga moramo spoštovati in sprejemati ne glede na to, kakšne vere, spolne usmerjenosti, rase, etničnosti, zdravstvenega stanja itd. je oseba«); 77 ev AT - ie icije človekovega dostojanstva, vendar gre v prvi skupini za odnos drugih do posameznika, v drugi IO w N ed A skupini gre za vrednost človeka, v tretji pa za njegovo nalogo. Vsi pa gredo v smeri, da je človek L S Pr enkraten, nezamenljiv, nujno je brezpogojno spoštovanje vsakega (prim. Ramovš 2017, 143–145). o CIE ce er TE (»kar človek mora delati, doseči v življenju«).-R R N Odgovorov na to vprašanje je bilo malo (13). Ugotovitev RV4 je, da gredo vsi odgovori v smeri defin Pe IN – Nakazuje smisel človekovega obstoja – Označuje vrednost človeka (npr. »človekov ponos«, »vsak človek je čudovit takšen kot je«); ok FER : E negativna, 4 pa niso imeli mnenja. EN D U CE I Na vprašanje ‚Ali se vam zdi, da ste v času izobraževanja na fakulteti usmerjeni v to, da je vsak otrok CA T'S A celovita in edinstvena osebnost?‘ jih je 8 odgovorilo z ‚da‘, 7 z ‚delno‘, 3 pa ‚ne‘ (n = 18). TION B A O Vprašanji sta bili zaprtega tipa. Bodoči učitelji menijo, da so med izobraževanjem na fakulteti dokaj U N T P D ing IC C nosti? O s Bo N Na vprašanje ‚Ali se zavedate sebe kot celostne osebnosti?‘ je bilo od 20 odgovorov 14 pritrdilnih, 2 ed 4.5 RV5: Katera okolja (nekateri) bodoči učitelji zaznajo kot pomembna za razvoj celostne oseb- TIF N EN EO M usmerjeni v to, da je vsak otrok celovita in edinstvena osebnost. L H abljanja na celostni ravni? Napišite, kako. 02 EA 4 LT TA PL Tabela 1: Ali se vam zdi, da ste na fakulteti kot študent/ka, bodoči/a učitelj/ica deležni uspos- E 2 H –2 Razsežnost Ne Da ali deloma 02 Na telesni ravni 5 4 (»ne«, »nismo 8 (npr. »šport«, »poudarja se zdravje telesa«, »poudarek je na razvoju fine deležni tega«) in grobe motorike« Na duševni ravni 6 6 (npr. »pojmovanje čustev«, »druženje«, »nekateri profesorji so pripravljeni na pogovor«, »premalo poudarka na tem, kako biti močna osebnost kot učitelj«) Na duhovni ravni 7 5 (npr. »predavanja«, »duhovno zaznavanje«, »diskusije in pogovor razvijejo zelo zanimive etične teme, kjer lahko vsak izrazi lastno mnenje in ga podkrepi«) Vprašanje je bilo odprtega tipa. Razvidno je, da se število na strani ‚ne‘ in ‚da‘ na duševni ravni izenači, na duhovni ravni pa prevesi v večino v primerjavi z razvojem bodočih učiteljev na telesni ravni, na fakulteti. Tabela 2: Ko razmišljate o tem, v katerem okolju ste najbolj osebnostno rastli (pridobili vrednote, oblikovali čut za to, kar je prav, gradili spoštovanje do drugih, empatijo, čut odgovornosti, razis-kovali vprašanja o smislu ...) – v katerem okolju je bilo to najbolj izrazito, če pomislite na starost od 15. leta dalje? (n = 13) Okolje Pomembnost 1 Pomembnost 2 Pomembnost 3 Frekvenca Srednja šola 2 3 3 8 Fakulteta 1 0 2 3 Družina 9 3 1 13 Prijatelji 1 3 3 7 Skavti, taborniki 0 3 2 5 Mladinska veroučna skupina 0 1 1 2 Planinski krožek 0 1 0 1 Med najbolj pomembna okolja, kjer so bodoči učitelji zaznali osebnostno rast v obdobju od 15. leta dalje, so uvrstili družino, sledijo ji srednja šola in prijatelji. Rezultati so pričakovani. Odgovor na RV5 je, da bodoči učitelji sebe zaznavajo kot celovito osebnost predvsem v družini in med prijatelji, vloga fakultete je pri tem manjša. Da pa jih fakulteta delno usmerja na zaznavanje otrok kot celovitih osebnosti. 78 4.6 Sklepni del razprave 1) Vprašalnik je bil zanje dokaj težek. Zahteval je razmislek, nekaj časa, tudi znanje. Veliko je bilo od RN - evAT ie prtih vprašanj, kjer mora vprašani brez smernic zapisati svoje misli. Če jih nima, zapusti vprašanje IO w Manj kot polovica tistih, ki so odgovarjanje začeli, je prišla tudi do konca. Pri tem vidim dvoje: TE er -R Pe IN 2) Menim, da so se do konca prebili bodoči učitelji, ki so bolj zavzeti in gredo z večjim veseljem in posledično tudi vprašalnik. Ali bi jih več prišlo do konca pri zaprtih tipih vprašanj? Toda s tem bi ed NAL S Pr bili omejeni, izgubilo bi se bogastvo njihovih misli. oCIE ceN edTIF proti svojemu poklicu; nezavzeti se niti ne lotijo takšnih vprašalnikov. Zato so rezultati toliko bolj ingIC C Splošna ugotovitev je, da je poznavanje holističnega koncepta med bodočimi učitelji šibko. Možno zaskrbljujoči; če zavzeti bodoči učitelji ne poznajo UNESCO-vih smernic in koncepta holistične s Bo ON vzgoje, dostojanstva, celostne osebnosti – kdo jih potem pozna? Zagotovo bodo tekom peda - okFER goškega dela vse to spoznali, toda verjetno bi jim bilo marsikdaj lažje, če bi s tem védenjem in : EEN D zavedanjem že prvič stopili v razred. UCE I CAT'S A TIONB je, da bodo to znanje še pridobili v času študija in priprave na strokovni izpit, toda vprašanje je, ali bo AOU to znanje ponotranjeno, poglobljeno, ali bo namenjeno le pridobitvi ocene oz. potrdila. Da pozna- NT P D M vanje holističnega koncepta med mladimi učitelji ni najboljše, je bilo ugotovljeno tudi v raziskavi EO EN med pedagoškimi delavci (Kristovič idr. 2022, 132–169). To kaže, da rezultati tukajšnje analize, če -PL TAE 2 prav je bilo malo respondentov, niso napačni. Kaže tudi, da bi bilo potrebno v času študija in priprave L H02 na pedagoški poklic okrepiti zavedanje o pomenu celostnega pristopa, še posebej duhovne ravni, EA4 LT–2 saj to omogoča polno spoštovanje človeka kot edinstvenega bitja, ki živi osmišljeno življenje, kar so H02 poudarjali tudi Frankl (2016), Cohn (1971) in Pediček (1992). 5 5 ZAKLJUČEK Na podlagi pregledane literature, smernic za holistično vzgojo ter opravljeno manjšo raziskavo opažamo velik razkorak. Smernice so postavljene na znanstvenih temeljih, že leta se jih skuša uvel-javiti tudi v slovensko šolstvo. Toda očitno se pri implementaciji nekje ustavi – poznavanje holis-tičnega koncepta je s strani vprašanih bodočih učiteljev šibko. Glede na majhno število udeležencev v raziskavi ne moremo ugotovitev posplošiti na celotno pop-ulacijo. Je pa lahko dobra usmeritev, saj so v raziskavi sodelovali študentje treh slovenskih Peda-goških fakultet, v različnih letnikih. Zanimiva bi bila širša raziskava med študenti zaključnega letnika pedagoških smeri ali pa mladih učiteljev (1 ali največ 2 leti na delovnem mestu). Menimo, da bi s tem dobili bolj verodostojne infor-macije o tem, koliko znanja in izkušenj s področja holistične vzgoje pridobijo na fakulteti. Tudi ta manjša raziskava kaže, da bodoči učitelji potrebujejo več znanja, razmišljanja in ozavešče-nih izkušenj s področja holistične vzgoje. Slednja bi jim dala širok, celosten pogled tako nase kot na otroke, sodelavce in starše. Izobraževanje na fakulteti bi moralo biti usmerjeno v to, da bodoče učitelje usposobi, da bodo na svoje okolje gledali celostno; s tem bo več spoštovanja, kritičnega raz-mišljanja, svobode in tudi odgovornosti. Boljši bodo tudi učni rezultati, ki bodo usmerjeni v obstoj družbe. Samo s celostnim pristopom bo spoštovano človekovo dostojanstvo, življenje pa osmišlje-no. To je pot v duševno zdravje, dobre odnose, prihodnost in trajnostni razvoj. 79 Pe LITERATURA IN TE er 1. 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Zelena knjiga o izobraževanju učiteljev v Evropi. 2001. Ljubljana: Ministrstvo za šolstvo, znanost in šport. ŽIVLJENJEPIS AVTORICE Erika Ašič, univ. dipl. soc. del., je koordinatorka programov, sodelavka strokovne revije Vzgoja v Dru-štvu katoliških pedagogov Slovenije, izvršna urednica tednika Domovina ter doktorska študentka na Alma Mater Europaea ECM. 81 2025 THE USE OF LANGUAGE GAMES DURING THE w N edAL S Pr o TEACHING PROCESS IN DEVELOPING STUDENTS’ CIE ceN edTIF CRITICAL AND CREATIVE THINKING ingIC C s BoONFE ok Albana Tahiri, Associate Professor, PhDR : EEN Albanian University, Albania Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO U CE I D ABSTRACT CA T'S A TIONB AOU NT P D This study aims to analyze the impact of language games on the development of critical thinking, MEO creativity, and language competencies among students in pre-university education in Albania. It ENPL TAE 2 is based on the constructivist approach to learning and the competency-based classroom model. L H02 The guiding hypothesis of this research is that the integration of language games into mother EA4 tongue lessons enhances student engagement, increases self-esteem, and promotes the devel- LT–2 H02 opment of 21st-century competencies.5 The study employs a qualitative methodology with data triangulation: direct observation, doc-ument analysis, structured questionnaires, semi-structured interviews, and professional reflec-tions. The sample included 432 students from fifth, sixth, and ninth grades, providing a compre-hensive overview of the impact of language games at different stages of development. The results show that language games significantly improve self-esteem, communication, col-laboration, and reflective thinking. Teachers noted increased engagement and improvement in writing and speaking skills, especially among students with learning difficulties. The SWOT analysis highlighted the strengths of this method, but also the challenges related to lack of time, ready-made resources, and specific training. Through professional reflection and interpre-tation of consistencies among data sources, the study supports the conclusion that language games represent an effective strategy for personalized, inclusive, and future-oriented teaching. Keywords: language games, critical thinking, competency-based teaching, pre-university edu-cation, curriculum, didactic innovation. 85 Pe 1 INTRODUCTION IN TE er-R R Since the 1990s, the Albanian education system has undergone profound structural and curricular N ev AT reforms, aimed at building a quality and inclusive system oriented toward the development of es-ie IO w sential competencies for life and work. These reforms have prioritized equal access to education for N ed A L S all students, regardless of whether they live in urban or rural areas, and have focused on fostering Pr knowledge, skills, attitudes, and democratic values, in line with the principles of equity and lifelong o CIE ce N learning (European Commission 2020). ed TIF ing IC C The National Education Strategy 2021–2026, together with the European Union recommenda- ok FE ported by mechanisms that ensure quality, transparency, and accountability. The existing legal R : E s Bo O tions (2021–2024), underscores the importance of an effectively managed education system sup-N U CE I Development of Education (2016), OECD (2024), UNICEF (2022), and ASCAP (2022), emphasizes CA D EN framework, including Law No. 69/2012, as well as policy documents from the Institute for the TION T'S A alignment with international standards and the development of a democratic society through A B quality and inclusive education. O U N T P D Key pillars of these reforms include the full inclusion of students in compulsory education, the en- M EO hancement of initial teacher training and continuous professional development, the implemen-EN PL TA E 2 tation of a competency-based curriculum, and the integration of modern technologies into the L H learning process. The structure of the Pre-University Education Curriculum (arsimi.gov.al 2014) is 02 EA 4 organized into seven learning areas, tailored to students’ age and cognitive development, ensuring LT –2 H 02 coherence and progression across all educational levels. 5 Within this framework, didactic innovations such as language games have gained increasing im- portance for promoting active, creative, and learner-centered teaching practices. The present study aims to analyze the impact of language games as an innovative pedagogical approach in fostering students’ language competencies and their capacity for critical and creative thinking. The research is guided by the hypothesis that integrating language games into mother tongue instruction en-hances engagement and motivation while fostering reflective learning, communication skills, and higher-order thinking abilities. Additionally, the study explores how such games contribute to self-confidence, learner autonomy, and collaborative skills, particularly in heterogeneous and inclusive classrooms. Special attention is given to the perspectives of both teachers and students, examining the extent to which language games influence classroom dynamics, support personalized learning, and meet the demands of the 21st-century competency-based education model. By addressing these dimensions, the study re-sponds to the core question of how the application of language games can serve as a catalyst for more effective, inclusive, and future-oriented teaching practices in Albanian pre-university education. 2 PURPOSE AND GOALS The purpose of this study is to examine the impact of language games on the development of criti-cal thinking, creativity, and language competencies among students in pre-university education in Albania, within the framework of the competency-based curriculum. The research seeks to: - Analyze how the integration of language games into mother tongue instruction influences stu- dents’ engagement, communication skills, and reflective learning. - Evaluate the contribution of language games to the development of self-confidence, autonomy, and collaborative learning in heterogeneous and inclusive classrooms. - Identify the perceptions of teachers and students regarding the effectiveness of language games in supporting personalized learning paths and inclusive practices. Research Hypothesis The integration of language games into the teaching process enhances student motivation, im-proves communication and collaboration, fosters higher-order thinking, and serves as an effective tool for inclusive and future-oriented teaching practices. 86 3 THEORETICAL FRAMEWORK Pe INTE Didactic innovations, particularly language games, represent one of the most effective strategies for er -RRN fostering and developing critical and creative thinking among students at all levels of pre-university evAT ieIO education. Their use creates an active and collaborative learning environment in which the student wN edA is directly involved, reflects on personal experiences, and constructs knowledge through interac -L S Pr tion and interdisciplinary integration. These strategies not only enliven the learning process but oCIE ceN also strengthen linguistic, social, and cognitive competencies, promoting sustained engagement, edTIF self-assessment, and autonomy in learning. ingIC C ing-making through emotional, social, and cognitive engagement. : E EN D UCE I CAT'S A Linguistic interaction, as an essential component of effective teaching, is achieved through a wide TIONB range of tools, from direct communication and books to the use of modern technologies. Tahiri and quiring knowledge across all subjects, fostering interdisciplinary integration as a key factor in stu- ok FER dents’ intellectual development. In this context, language games as didactic tools support mean- Tahiri and Hadaj (2022) emphasize that the mother tongue serves as the fundamental basis for ac- s Bo ON Hadaj (2024) note that integrating technology into the teaching process enhances language devel A OU N -T P D M opment by creating new opportunities for interaction, personalization, and inclusive participation.EO ENPL TAE 2 The learning process is constructed through linguistic, visual, and technological interaction, where L H elements such as games, dialogues, mental images, and digital platforms build bridges between 02 EA4 learning content and students’ personal experiences, respecting individual learning styles. De Corte LT–2 H02 (CDRSEE 2013) identifies four fundamental principles of active learning constructivism, self-regula -5 tion, contextualization, and collaboration all of which are fully aligned with the nature and function of language games. According to UNICEF (2018), inclusive education aims to eliminate barriers to participation and progress, while language games foster a positive environment, increase self-con-fidence, and encourage the active involvement of every student. The ASCAP (2024) guidelines emphasize that teachers must connect key competencies with sub-ject-specific competencies through integrated planning, which includes the selection of learning outcomes, annual objectives, methods, and didactic resources. A functional format for planning in-cludes structured rubrics that help balance key competencies with subject-specific ones, actively supporting the development of critical and creative thinking. Competency centers, focused on speaking, listening, reading, and writing, create multifunction-al spaces that reinforce interdisciplinary skills, in accordance with the National Curriculum (MASR 2014). Contemporary classrooms enable the creation of thematic centers, such as those for lan-guage and communication, technology, and ICT, transforming the classroom into an environment open to interaction and exploration. Modern teaching methodology requires the creation of a climate that fosters critical thinking, crea-tivity, and collaboration, combining cognitive, affective, and social dimensions. Tahiri (2014; 2021) highlights the teacher’s role as a builder of a positive and interactive climate, while Gjokutaj (2023) considers mother tongue teaching as a driver of critical thinking and free expression in various con-texts. Recent studies also emphasize the analytical treatment of written tasks in lexicology and mor-phology as a means of developing language competence and metacognitive awareness, particular-ly through student-centered and task-based learning (Tahiri and Hadaj 2025). Psychologists such as Vygotsky (1978) and Dewey (1938) emphasize that learning occurs through interaction and practical activity, while language games support the development of the zone of proximal development and promote reflection through creative challenges. Hadfield (1999), Wright and Buckby (2006), Piaget (1952), and Gee (2003) have contributed to the literature supporting the role of play in logical, cognitive, and communicative development. Na-tion (2001) argues for the role of games in vocabulary acquisition and improving linguistic fluency, while Brown (2013) notes that games lower emotional barriers and naturally foster collaboration. Peng et al. (2021) link the development of writing skills to metacognitive functions in second language learning, reinforcing the view that games develop complex thinking and self-regulation abilities. According to MASHT (2024) and HDPC (2007), critical and creative thinking represent key competen-cies for facing the challenges of the 21st century. ASCAP (2021) emphasizes that the learning process 87 w N ed competencies: critical thinking, creativity, communication, and collaboration. A L S Pr According to Mwamakula (2024), the lack of pedagogical innovation leads to passive learning, o CIE ce N while university educators should promote the development of the “4Cs” as a foundation for qual-ed TIF ity and inclusive teaching. Tahiri (2025a) emphasizes that technology should be conceptualized as ing IC C a pedagogical space for exploration and personalized learning, in line with Sustainable Develop-s Bo O N ment Goal 4 (SDG4), which aims for inclusive, quality, and equitable education for all (Tahiri 2025b). ok FE R : E The use of language games represents more than a didactic technique; it emerges as a teaching EN D er-R RN In line with the Curriculum Framework (KK) and MASR documents (2014; 2021), contemporary ev AT teaching supports interdisciplinary approaches and the use of technology to build 21st-century ie IO Pe IN enriching the learning experience and building a sustainable learning culture. TE takes place in a wide spectrum of environments classroom, home, community, nature, or library U CE I philosophy that places the student at the center, encourages critical thinking, and builds bridges CA T'S A between knowledge, personal experience, and life skills. As Maria Montessori stated, the aim of TION B education is to cultivate the natural desire to learn, not to impose learning. A O U N T P In this context, the use of language games is supported by constructivist and interactive approach-D M EO es, forming the basis for the empirical analysis that follows and establishing a strong link between EN PL theory, practice, and competency development in pre-university education TA E 2 L H 02 EA 4 LT –2 4 METHODOLOGY H 02 5 This study follows a combined theoretical and empirical approach to analyze the impact of language games on the development of students’ critical and creative thinking in pre-university education. The choice of this approach is based on the need to integrate conceptual analysis with data collect-ed from concrete pedagogical practice, enabling a deeper understanding of the role of language games as a didactic tool and to meaningfully connect theory with classroom reality. The theoretical approach serves to build the hypotheses and the analytical framework, while the empirical compo-nent helps to verify these hypotheses in practice. The study is designed as a “single-case study,” aiming for an in-depth exploration of an integrated teaching practice in a real school context. The qualitative approach, with elements of descriptive and interpretive analysis, aims to identify meaningful patterns of behavior, engagement, and percep-tions of both students and teachers in the teaching process. This research design allows for a deep analysis of the mechanisms that generate engagement, reflection, and competency development. The research was conducted at the public educational institution “Shkolla 1 Maji” in Tirana, including primary education (fifth grades) and lower secondary education (sixth and ninth grades), during the period in which the author served as school principal for more than a decade. The implementation of language games was carried out during regular mother tongue lessons, in accordance with the curriculum framework and the interdisciplinary objectives described in the theoretical framework. Instruments and Data Collection The data were collected using the following methods: - Direct observation of teaching sessions, to identify didactic practices and interactions between teachers and students; - Document analysis, including lesson plans, class journals, and students’ worksheets;- Structured professional reflections, documented through video recordings of teaching sessions, based on long-term experience as both a school leader and teacher; - Structured questionnaires, developed in alignment with the competencies defined in the Na- tional Curriculum, to assess student engagement, critical thinking, and motivation. The question- naires were pre-tested for validity, linguistic clarity, and duration; - Semi-structured interviews with teachers and students, focused on their experiences and per- ceptions regarding the use of language games. The guiding questions were designed based on key competencies and adapted to each target group. 88 Sample and Sampling w N edAL S PrCIE o Participants were selected through purposeful sampling to represent teaching practices in environ- ceN ed ments with different characteristics, but all within the public education system. The sample included:TIF ingIC C- 5 primary education classes (fifth grade) – a total of 132 students, aged 10–11; s BoON- 3 lower secondary education classes (sixth grade) – 120 students; okFER- 3 ninth-grade classes – a total of 180 students. : EEN D the formulation, and the number of reflective questions was expanded in order to encourage more er-R RN in-depth and sincere responses. evAT ieIO alignment, and methodological reliability. Following the pilot phase, improvements were made to Pe INTE The instruments were pre-piloted with a small group outside the selected sample, to ensure clarity, No students were excluded from the data analysis. The analysis was carried out both in an inte- U CE I grated manner and separately, according to educational cycles and age groups, to understand the CA T'S A TIONB specific impact of games depending on students’ developmental level. AOU NT P D M Data AnalysisEO ENPL The data were organized and analyzed according to four main components: TAE 2 L H02- Student engagement and reactions during the use of language games; EA4 LT–2- The quality of linguistic expression and classroom interaction; H025 - The development of critical thinking and collaboration skills; - Students’ self-assessment and motivation after completing the learning activities. The analysis was conducted through thematic coding, where data from questionnaires, interviews, and observations were grouped into categories and subcategories based on the research objec-tives. In cases of discrepancies between sources, data triangulation was applied by combining dif-ferent sources (questionnaire, interview, observation) to increase the reliability of interpretation and reduce subjective biases. Additionally, a pre and post intervention comparison was conducted to assess the concrete impact of language games on student engagement, linguistic progress, and critical thinking, in accordance with the research hypothesis. Use of SWOT Analysis In addition to the above-mentioned methods, a SWOT analysis was also used as a tool for reflec-tion and synthesis. It was built upon direct observations, student comments, and teacher reflec-tions, identifying: - Strengths: high engagement, student creativity, and improvement in communication;- Weaknesses: lack of planning time and subject-related workload;- Opportunities: use of technology and alternative assessment formats;- Threats: curricular overload and lack of long-term institutional support. Ethics and Credibility The study was guided by the principle of educational and developmental purpose, respecting all ethical standards of scientific research: informed consent from parents and institutions, transpar-ency in communication, and protection of anonymity. The data were processed and stored securely, used exclusively for research and academic purposes. The credibility of the analysis was supported through triangulation of sources, the author’s docu-mented reflection, and the involvement of external colleagues (experienced teachers and school practice coordinators) to verify the interpretation of the data. The response from the school com-munity, including parents and teachers, was positive and encouraging, recognizing the project as an innovative model that should be expanded to other levels of pre-university education. 89 Pe 5 RESULTS ANALYSIS AND DISCUSSION IN TE er-R R In line with the empirical approach of this study, the data analysis was built upon five main sourc-N ev AT es: direct observation of teaching sessions, analysis of school documentation, structured question-ie IO w naires, semi-structured interviews with teachers and students, and the author’s professional reflec-N ed A L S tions. The sample included a total of 432 students: 132 from fifth grade, 120 from sixth grade, and Pr 180 from ninth grade. o CIE ce N ed The selection of these groups aimed to include key transitional stages in the educational cycles, such TIF ing IC C as the shift from primary to lower secondary education and further into upper secondary education. D EN Data triangulation served as a key mechanism to enhance the validity and reliability of the analysis, U CE I enabling the integration of findings from observations, interviews, and questionnaires to create a CA T'S A TION comprehensive overview of the impact of language games on the teaching and learning process. B A ok FE ing methodologies and the manageability of the competency-based curriculum. R : E s Bo O This helped identify both common and specific challenges related to the adaptation to new teach-N N O This convergence of sources allowed for the identification of both alignments and discrepancies U T P D among students’ perceptions, behaviors, and outcomes, offering a more in-depth and objective M EO analysis of the effects of implementing this innovative method. EN PL TA E 2 L H 5.1 Direct observation of teaching sessions 02 EA 4 LT –2 Direct observation was used as one of the key instruments to document student behavior, engage- H 02 ment, and interaction during the implementation of language games in the classroom. The data col- 5 lected through this process indicate that one of the most notable impacts of this methodology was the creation of a safe, supportive, and stimulating environment for purposeful and free communication. The teaching process unfolded in three main phases: introductory, developmental, and concluding. In the introductory phase, the use of simple games and stimulating questions contributed to the ac-tivation of thinking, increased attention, and the initial involvement of students in dialogue through components such as listening, speaking, and critical thinking. Activities such as role-plays, improvised dialogues, and the use of question cards created a collabo-rative atmosphere where students expressed themselves more freely, argued their ideas, listened actively, and built respectful relationships during discussions. This phase marked a noticeable increase in student participation in activities requiring cooperation, re-flection, and idea construction. A greater initiative to participate was observed, along with improved communication clarity and a classroom climate that supported the expression of independent thought. These findings reinforce Vygotsky’s theory of the zone of proximal development, which asserts that social interaction is essential to cognitive development, as well as Hadfield’s (1999) perspective on the motivational role of play in the learning process. Moreover, the games proved effective in reducing language anxiety, facilitating the natural involve-ment of students in communication activities. Age-group analysis revealed several meaningful findings:- Fifth-grade students significantly benefited in constructing simple sentences and engaging in spontaneous communication, gaining confidence in verbal expression. - Sixth-grade students showed notable improvement in the functional use of grammatical struc- tures and in their ability to collaborate more consistently. - Ninth-grade students demonstrated clear development in the logical organization of ideas, re- flective thinking, and argumentation skills, particularly in essay writing and digital project work. In the developmental phase of the lesson, a deeper engagement of students in the learning process was observed, through a range of strategies that promoted critical thinking, effective collaboration, and linguistic creativity. The implemented activities included: group debates, open ended question cards, the expert tech-nique, the writing of reflective essays, as well as tasks requiring problem-solving or the creation of new linguistic products. 90 Concrete Examples from Classroom Practice: w N edAL S PrCIE o- In the fifth grade, the game “Golden Ball of Yarn” (question and answer in a circle) significantly im - ceN ed proved free speech. One student stated: “I’m no longer afraid to speak in front of others because TIF ingIC C the game taught me to listen and speak in turn.” This testimony reflects increased self-confidence s BoO and positive emotional involvement in the learning process.NFE ok- In the sixth grade, an activity with color-coded cards categorized by word functions contributed R : EEN to improved grammatical accuracy and the construction of syntactic structures, reflected in both students from passive recipients to active learners and knowledge constructors a pedagogical ap- er-R RN evAT proach aligned with practices described in contemporary literature (Tahiri, 2025). ieIO creative application of linguistic concepts. In particular, the use of exploratory questions shifted Pe INTE These strategies supported the development of critical analysis, argument construction, and the U CE I D - In the ninth grade, one of the most successful activities was the “Structured Role Debate” on the speaking and writing. CA T'S A TIONB AO topic: “Is technology a help or a hindrance to learning?” Students were divided into groups with as-U NT P signed roles (pro, con, moderators, reflectors), prepared arguments supported by sources, com - D MEO posed speeches, and responded in real time to counterarguments. This activity developed skills ENPL in building logical arguments, using thematic vocabulary in real contexts, public speaking and TAE 2 L H active listening, as well as critical awareness of resource use and communication ethics.02 EA4 LT–2 The participating students reflected positively on the experience, describing the debate as a fun and H02 challenging way to learn how to express themselves openly and rationally.5 Comparative Analysis by Age Group: - Fifth-grade students benefited the most in terms of basic vocabulary enrichment, simple sen- tence construction, and increased self-confidence in verbal communication through games that encouraged interaction and spontaneity. - Sixth-grade students showed progress in transitioning from information reproduction to creative language production, using more complex structures and reflecting on their meaning. - Ninth-grade students demonstrated advanced skills in reflective thinking, argument construction, and the use of abstract and thematic vocabulary, particularly in essays and projects related to social, environmental, and personal topics. In terms of oral reading, consistent progress was observed: in fifth grade, 49% of students read accurately according to standards, while in ninth grade, reading speed increased from 180 to 205 words per min-ute, with an improvement in accuracy from 58.3% to 70%. These findings reinforce the hypothesis that language games positively influence fluency and accuracy in speaking and reading (ASCAP, 2024). Additionally, the analysis of written essays showed clear improvements in text structure, the use of connectors, and vocabulary expansion, particularly following the implementation of the game “Topic Rotation.” Overall, the developmental phase revealed that the combination of language games with strat-egies such as focal debates, expert groups, guided imagination, mind maps, and argumentative essays led to increased interaction, communication quality, and independent thinking. This model aligns with Maria Montessori’s philosophy, which emphasizes: “The goal of education is not to force children to learn, but to nurture their natural desire to learn.” During the concluding phase of the teaching process, a significant increase in students’ focus on tasks requiring synthesis and reflection of learning was observed. Activities were designed to foster stu-dent autonomy, including the use of thematic dictionaries, self-assessments, mini digital projects, and the writing of short reflective essays on the topic addressed during the lesson. This phase contributed to the internalization of learning content by connecting it with students’ per-sonal experiences and to the development of metacognitive competencies. In this study, technology was not limited to the use of ready-made tools, but was approached as a platform for creation, reflection, and collaboration. Applications such as Canva, Padlet, Wordwall, and Google Slides were functionally used for: 91 Pe - visualizing linguistic concepts, -R RN - student self-assessment through digital forms. ev AT ie IO w er building real-time collaboration, TE - IN N Students applied self-assessment forms to reflect on their progress in the areas of speaking, writing, lis- ing TIF The use of technology in the teaching process was not reduced to a supportive role, but was trans- IC C formed into a powerful tool for personalization, creativity, and reflection. This approach enabled s Bo O N differentiated inclusion of all students, meeting their diverse learning needs. It aligns with the find - FE ok ings of Tahiri and Hadaj (2024), who emphasize that technology should go beyond its assisting func - R : E o process and developing personal autonomy, in accordance with the principles of constructivist approaches. CIE ce N ed ed A tening, and participation in group work. These tools contributed to raising awareness about the learning L S Pr D EN tion and serve as a catalyst for meaningful knowledge construction. TION self-assessment and motivation. Most students described lessons that included language games as B A O “enjoyable,” “challenging,” and “easier to learn.” They reported feeling more confident in commu - U N T P D CA The results gathered through observations and interviews showed a significant increase in student T'S A U CE I TA PL Interviews and narrative analyses revealed that students perceived the lessons as more engaging, mean- E 2 ingful, and motivating when language games were integrated. Expressions such as “we learn by play- L H 02 EN EO M nication and collaboration, especially during group work. EA ing,” “it’s easier to understand,” and “I’m no longer afraid to speak” were identified across all age groups. 4 –2 LT H From the teachers’ perspective, it was emphasized that student engagement particularly among 02 those with learning difficulties was significantly higher during activities involving games. Further - 5 more, writing quality and oral fluency improved noticeably during these sessions. These experiences align with the indicators of inclusive participation defined by UNICEF (2018), as well as with the body of literature that supports child-centered teaching. They also reinforce Dew-ey’s principle that learning is a process that occurs through experience, interaction, and reflection. According to Dewey (1938), students must engage in environments that reflect social reality, as oc-curred in this study through games that simulated real-life communication situations. In the same line, UNICEF (2018) encourages inclusive teaching approaches that place cultural sensi-tivity, emotional engagement, and equity at the heart of the educational process. Furthermore, the intercultural dimension was addressed through the selection of topics and games that respected and promoted cultural diversity, such as: working with proverbs, storytelling with characters from different cultures, and the creation of mind maps on cultural identity and coexistence. 5.1.1 Age specific impact and 21st-century competencies The didactic activities applied through language games not only influenced the development of students’ linguistic skills but also served as powerful stimuli for building key 21st-century compe-tencies, including digital, intercultural, reflective, and collaborative skills. According to OECD (2018), future competencies include not only mastery of basic knowledge, but also the development of critical thinking, the ability to work effectively with others, and the use of technology to construct meaningful knowledge. In this context, language games integrated with contemporary teaching strategies emerged as effective tools for the holistic development of students. A comparative analysis of results by age group revealed meaningful differences in how students from various educational levels benefited from the use of language games and interactive strat-egies in the learning process. Observations conducted in fifth, sixth, and ninth-grade classrooms demonstrated that while benefits were widespread, they were also tailored to students’ develop-mental and age-related levels. Fifth-grade students (ages 10–11): This group showed significant gains in confidence when speaking in public, emotional activation, and the construction of simple sentences. Role-playing games and “question-and-answer circle” activities contributed to the development of listening skills, spontaneous reactions, and structured interaction. These findings align with Piaget’s (1972) theory of development, which emphasizes that children at this age learn through concrete experiences and emotional engagement. Furthermore, according to Vygot-sky (1978), play and social interaction are key factors in the development of language and thought. 92 Sixth-grade students (ages 11–12): construction of compound sentences, and active engagement in group work. The use of grammar RNAT ev games and color-coded cards based on word functions facilitated the shift from mechanical learn- ieIO w At this stage, students demonstrated notable progress in the functional use of language structures, TE er -R Pe IN ing to meaningful and analytical learning. These results align with Gardner’s (1983) multiple in- N edAL S telligences theory, which argues that diverse teaching methods enhance student engagement and PrCIE o success by adapting to their individual ways of thinking and learning. ceN ed Ninth-grade students (ages 14–15):TIF ingIC C This group showed significant improvement in the organization of critical thinking, construction of s Bo ON argumentative essays, and analytical reflection on linguistic and social topics. Activities such as re - okFER flective essays, digital projects using tools like Canva, and the use of mind maps (clusters) supported : EEN D argument development, conceptual linking, and vocabulary enrichment. This progress corresponds UCE I CA with Bruner’s (1996) ideas, who emphasizes the importance of actively constructing meaning T'S A TION through symbols, narrative, and context.B AOU The role of technology across all age groups: NT P D M For all groups, technology was not confined to passive use, but functioned as an empowering plat -EO ENPL form for expression, knowledge construction, and structured reflection. This conclusion reinforces TAE 2 L H the claims of Tahiri and Hadaj (2024), who argue that technology should be used not merely as a 02 EA4 technical assistant, but as a tool for expanding students’ creative, reflective, and critical capacities. LT–2 H02 This development aligns with the pedagogical philosophy of Maria Montessori, who emphasizes 5 the active role of the student in constructing knowledge through open and stimulating environ- ments, as well as with John Dewey’s approach, which views learning as a process built upon direct experiences and social interactions. 5.2 Analysis of school documentation The analysis of school documentation, including lesson plans and class journals, demonstrated clear efforts by teachers to integrate an interdisciplinary approach and language game strategies in alignment with the competencies defined in the national curriculum. The structure of the lessons reflected a methodical organization into three phases: activation of prior knowledge, development of learning, and reflection and assessment—following the full-cycle learning model. In the documentation, language games were not treated merely as entertaining tools, but as struc-tured components of active learning. They served to stimulate critical thinking, free speaking, and collaboration among students, contributing to the development of linguistic, social, and digital competencies. This aligns with the competency-based approach of the Albanian curriculum, which emphasizes the construction of meaningful knowledge connected to real-life contexts (IZHA, 2014). The analyzed documentation showed that teachers had begun to adopt an integrated lesson planning model, built on standardized rubrics such as: Learning Outcomes, Competencies Acquired by Students, Subject-Specific Competencies, Teaching Strategies, Learning Resources, Assessment, Keywords, Time, and Notes. This format not only structures the planning process but also supports didactic reflection and the alignment between objectives and classroom activities (Tahiri & Shegani, 2017). One of the most meaningful elements was the interweaving of key and subject-specific compe-tencies through the inclusion of language games as a bridging tool between content and learning processes. This demonstrates a sustainable approach to knowledge construction, in line with the constructivist principles of modern teaching (Bruner, 1996), where the student is positioned as an active builder of meaning rather than a passive receiver of information. The competency-based class journal model, though still in the early stages of full implementation, represents a paradigm shift in teaching—from content-centered instruction to competency-centered learning. In this model, interdisciplinarity becomes tangible through the integration of learning areas and the creation of real-life situations where students can apply acquired knowledge in new contexts. This organization of learning through the integration of language games and technology in plan-ning transforms the classroom into a “learning laboratory,” where not only academic but also per-sonal and social competencies are developed. This model clearly reflects De Corte’s (2013) defini- 93 er-R RN In this context, the teacher becomes a facilitator of learning and a leader of student interaction, ev AT while students themselves take on active roles in the knowledge construction process. This didactic ie IO Pe IN knowledge construction are closely interconnected. TE tion of an effective learning environment as one in which interaction, reflection, motivation, and w N ed philosophy, supported by John Dewey’s vision of experiential and active education (Dewey, 1938), A L S Pr further strengthens the system’s orientation toward inclusive, quality education, where lifelong CIE o learning is grounded in experience, reflection, and interaction. ce N ed TIF ing IC C 5.3 Structured questionnaires and semi-structured interviews s Bo ON The data collected from structured questionnaires and semi-structured interviews with students ok FE R and teachers revealed a clear positive impact of language games on students’ self-assessment, : E EN D motivation, and active engagement in the learning process. Students perceived these activities as U CE I CA “enjoyable,” “challenging,” and “different from traditional lessons,” highlighting the importance of an T'S A TION emotionally safe climate and a sense of freedom to express thoughts within the group. B A O U A sixth-grade student stated: “I like it when we work in groups; I feel free to speak, and my classmates N T P D M understand me better.” EO EN PL The data from student questionnaires indicated a strong positive trend toward engagement and TA E 2 motivation during the use of language games. More than 80% of students reported feeling more L H 02 EA 4 comfortable speaking and making mistakes without experiencing pressure or fear. Meanwhile, ap-LT –2 H proximately 65% stated that the games helped them think more deeply and creatively. This sug-02 gests that when games are used in a structured manner and aligned with learning objectives, they 5 serve as catalysts for the development of metacognition and self-assessment. In particular, the results demonstrated clear improvements in oral expression, text organization, and increased motivation, especially when the games were integrated with technology and digital presentation formats. These findings reinforce the importance of building an open and collaborative classroom climate as a prerequisite for active and inclusive learning. This aligns with the principles of educators such as Maria Montessori (1948) and John Dewey (1938), who emphasized the fundamental role of social experience and interaction in the construction of knowledge. On the other hand, teachers, in their post-lesson reflections and questionnaire responses, reported notable improvements in the participation of students with learning and communication difficul-ties, particularly through group work and the role of play as an active tool for reducing shyness and fostering emotional engagement. These data are consistent with the recommendations of UNICEF (2018), which highlight the importance of creating inclusive, child-centered learning environments where pedagogical innovations—such as play and technology—contribute to reducing marginaliza-tion and promoting equity in education. Teachers’ reflections indicated increasing awareness of the importance of play, technology, and personalized learning in the development of 21st-century competencies. They described play as a tool that enables the development of reflective thinking, the discovery of student potential, and increased engagement. According to them, play provides students with opportunities to learn in a differentiated manner and to construct lasting knowledge through experience. Moreover, teachers emphasized the need for continuous professional development, particularly on topics related to designing play-based learning tools, integrating them with technology, and assessing competencies through playful situations. These reflections support Schön’s (1983) ap-proach, which underscores the essential role of professional reflection in improving practice and enhancing the quality of teaching. 5.4 Summary of student questionnaire data The data collected from the student-administered questionnaires provide a meaningful overview of how language games influence their engagement, thinking, and motivation in the learning pro-cess. The analysis shows that approximately 75% to 80% of students feel more engaged during les-sons where language games are used. Group activities are perceived as more approachable, less stressful, and as safe spaces where mistakes are not punished but considered part of learning. 94 “understand more easily through games than through traditional explanations,” highlighting the trans- w N edAL S formative role of interactive methods. Exercises such as “topic rotation” and “logic cards” were val- PrCIE o ued as tools that help build more structured and content-rich essays. ceN ed In terms of motivation, it was found that between 85% and 90% of students look forward with en -TIF ingIC C thusiasm to lessons that include language games. The games are perceived as a source of joy, free- s BoON dom, and ease in learning, reinforcing the sense of full participation in the educational process. The okFER positive atmosphere and flexibility created through games, according to students, help ensure the : EEN inclusion of all participants, regardless of their learning style or varying skill levels. Regarding the dimension of critical and creative thinking, over 65% of students reported that game- er-R RN evAT based activities encourage them to think independently and seek solutions. Many stated that they ieIO games are not built around intense competition. Pe INTE Students with lower self-confidence in particular feel safer and more free to participate when the tion-and-answer circle games, color-coded cards, and role-playing. The perceived benefits included BO A easier acquisition of new vocabulary, improved text comprehension, greater self-confidence in U NT P D public speaking, and increased respect for peers’ opinions. However, some students reported feel- MEO ing uncomfortable when the game became highly competitive or when a winner was announced, ENPL TAE 2 suggesting the need to balance approaches and to create an inclusive environment. Interviews with students support these findings. They identified their favorite activities as CA ques- T'S A TION U CE I D Teachers’ responses in interviews and reflections largely supported the students’ perspectives. They L H 02 EA4 LT–2 reported a notable increase in engagement, particularly among students with learning difficulties, H02 as well as improvements in speaking and writing. The role of games in fostering critical thinking 5 especially through research tasks and reflective questioning was especially praised. Nonetheless, teachers also highlighted several challenges. The lack of time for preparing materials and the absence of readily available resources make it difficult to systematically integrate games into daily planning. In this context, they emphasized the need for specific training, the development of structured models, and access to rich platforms with ready-to-use classroom materials. These recommendations align with contemporary approaches to teacher professionalism as reflec-tive practitioners, as emphasized by authors such as Gjokutaj (2014), who view reflection and ongo-ing development as essential for improving teaching practice. 5.5 SWOT Analysis of the Implementation of Language Games in Pre-University Education in Albania. The data collected through various research instruments including observations, professional re-flections, questionnaires, and interviews with students and teachers offer a broad and rich over-view of the impact, potential, and challenges of using language games in the Albanian educational environment. To further structure the interpretation of these findings and highlight the key factors influencing the effectiveness of this method, a SWOT analysis was conducted, integrating pedagog-ical, institutional, and practical reflections. Strengths: Language games proved to be a highly effective didactic tool for promoting active student engagement, increasing motivation to learn, and developing communication and collaboration skills. They contribute to the creation of an emotionally safe classroom climate, stimulating creativity and interaction. The data show that the purposeful use of games transforms the learning session into a more engaging and reflective experience, especially for students who struggle with communication or have low levels of motivation. Teachers reported that engagement through play reduces shyness and increases self-confidence, significantly improving the overall quality of learning. Weaknesses: However, the analysis also highlighted several weaknesses in the practical implemen-tation of this method. One of the most critical challenges is the lack of sufficient time within the instructional schedule to plan and regularly implement game-based activities. The subject load and pressure to meet curriculum objectives often leave little room for methodological innovation. Ad-ditionally, the lack of standardized resources, ready-to-use models, and content aligned with pro-grams presents a real limitation. In some cases, games are used without a clear connection to learn-ing objectives due to insufficient structured training and pedagogical planning. 95 w N Education and international organizations such as UNICEF and OECD, which emphasize the importance ed A L S Pr of developing key 21st-century competencies, including critical thinking, creativity, and social interac-CIE o tion. A major potential lies in the use of digital platforms to create mother tongue-based games and ce N ed apply alternative assessment formats that can enhance personalized and inclusive learning. TIF ing IC C Threats: Nonetheless, several systemic and institutional threats remain. One of the most pressing bar-s Bo O N riers is the lack of sustained institutional support for didactic innovation, manifested in the absence of ok FE R continuous training, financial resources, and a coordinated approach for incorporating new methods : E EN D er-R R teachers to integrate technology into the teaching process and experiment with new, interactive strat-N ev AT egies. This trend aligns with policy documents and strategic recommendations from the Ministry of ie IO Pe IN portunities for the broader application of this methodology. There is a growing willingness among TE Opportunities: On the other hand, the current educational context in Albania presents numerous op- CA approaches. Administrative overload, tight schedules, and limited preparation time are additional fac- T'S A TION U CE I into school culture. Part of the teaching workforce still shows resistance to change, favoring traditional N Conclusion: The SWOT analysis offers a balanced perspective on the use of language games in T P D M pre-university education in Albania. It underscores the need for multi-dimensional interventions: EO A BOU tors that restrict the full integration of game-based learning in daily teaching practice. EN from supportive institutional policies and professional teacher development, to the provision of ap- PL TA E 2 propriate resources and the creation of sustainable practices. Only in this way can language games L H 02 evolve from an occasional methodological alternative into an integrated and effective component EA 4 LT –2 for more inclusive, student-centered, and high-quality education. H 02 5 5.6 The author’s professional reflections In my role as a school leader and teacher with extensive experience in implementing the competen-cy-based curriculum, I have had the opportunity to closely observe the impact of alternative teaching methods particularly language gamës on the improvement of mother tongue learning. The reflec-tions presented below are based not only on the empirical data collected during this study but also on daily observations, professional discussions with colleagues, and direct interactions with students. One of the most important findings has been the positive impact of games on student engagement, especially for those who typically exhibit passivity or shyness in traditional learning environments. In this context, the game emerged as a powerful bridge for creating a favorable, collaborative, and psychologically safe classroom climate, offering space for equal interaction and emotional involve-ment. It was observed that, through play, communication between teacher and student deepened, establishing a more authentic and supportive relationship. On the other hand, experience has shown that teachers themselves benefit professionally from in-tegrating games into their practice. Play is not only a method for increasing student interest but also an opportunity for pedagogical renewal. Teachers demonstrate increased creativity in lesson planning, adopt more flexible approaches, and manage to apply alternative forms of assessment, including self-assessment and peer assessment. Through this process, the importance of continuous reflection on the benefits and limitations of us-ing games as a didactic method became evident. Such reflection enables teachers to refine their strategies, adapt content to the specific characteristics of the classroom, and develop increasingly sustainable and effective forms of inclusive engagement. Professional experience also demonstrat-ed that implementing games requires not only creativity but also a high level of pedagogical prepa-ration, along with a well-developed culture of professional reflection at the school level. In conclusion, these professional reflections emphasize the transformative role that games can have in the classroom for both students and teachers by turning the learning process into a meaningful experience, balanced between emotions, knowledge, and life competencies. 5.7 Data triangulation and interpretation of consistencies To ensure the validity and reliability of the findings in this study, a triangulation approach was ap-plied, combining five different data sources: direct classroom observations, analysis of school doc-umentation (lesson plans, class journals, and instructional materials), structured questionnaires for students and teachers, semi-structured interviews, and the author’s professional reflections. This 96 servations and students’ questionnaire responses. This consistency was evident in the evaluation w N edAL S of active participation, increased self-confidence in speaking, and the positive experiences associ - PrCIE o ated with language game-based lessons. Elements observed in classroom Dynamics such as spon- ceN ed taneous reactions, cooperation, and enthusiasm to participate were clearly reflected in students’ TIF ingIC C responses, in which they described these lessons as “enjoyable,” “different,” and “more motivating.” s BoON A meaningful consistency was also identified between the analysis of internal school documenta - okFER tion and teachers’ statements during interviews, specifically in relation to a growing orientation to - : EEN ward flexible, competency-based methodologies. The documents analyzed reflected the inclusion across a wide range of contexts. er-R RN evAT In particular, a high degree of consistency was found between data collected from classroom ob- ieIO cessing of information, enabling the confirmation of behavioral patterns, attitudes, and impacts Pe INTE multi-source method of data collection and verification allowed for a balanced and integrated pro- U CE I D of language games in lesson planning, with clear objectives linked to the development of critical CA T'S A TION thinking, communication skills, and collaboration.B AO However, the triangulation also revealed some partial inconsistencies, which were interpreted as U NT P D important indicators for improvement. One such inconsistency involved students’ perceptions of the MEO competitive aspect of certain games, which in some cases created a sense of pressure—whereas ENPL TAE 2 teachers intended to use the games to promote inclusion and collaboration. This inconsistency high- L H02 lights the need to reframe the approach to game implementation, so that it better aligns with the EA4 LT–2 socio-emotional profile of the class and avoids dividing students into winners and losers. H02 The interpretation of triangulated data enriches the overall analysis by offering a deeper under -5 standing of participants’ experiences and the factors influencing the success of language game im-plementation. The multiple consistencies across data sources provide stability and integrity to the study’s findings, while the partial discrepancies offer a valuable foundation for professional reflec-tion and further development of didactic practices. 5.8 Synthesis of results in relation to the theoretical framework (concluding discussion) The data from this study fully confirm the value and effectiveness of language games as a didactic strategy for fostering critical thinking, developing creativity, and improving communicative and so-cial skills in pre-university education. These findings support the constructivist approach to learning, which emphasizes that knowledge is constructed through direct experience, interaction, and the learner’s own reflection (Piaget, 1977; Vygotsky, 1978; De Corte, 2013). In line with Dewey’s (1938) educational philosophy, which regards learning as an experience connected to real life, play is not merely entertainment but a powerful tool for knowledge construction. It engages the student as an active participant and co-creator, encouraging exploration, collaboration, and reflec-tion. Bruner (1966) highlights the lack of a stable theory of teaching and the role such a theory plays in structuring the learning experience. Kivunja (2015), building on this approach, emphasizes the impor-tance of adapting teaching to dominant intelligences in order to stimulate critical thinking. Furthermore, the use of interdisciplinary and interactive approaches that characterizes this study re-flects the contemporary definitions of key 21st-century competencies, as articulated by UNESCO (2017) and OECD (2018). These competencies include the ability to solve problems creatively, critical thinking, effective communication, technological literacy, and the development of active citizenship. An important observation relates to the positive impact of language games on creating a support-ive, safe, and inclusive classroom climate. This aligns with the perspectives of UNICEF (2018) and Gordon (2003), who stress that environments dominated by emotional security and respect for di-versity are essential for quality teaching and sustainable learning. Likewise, this study supports the experiential learning model and Gardner’s (1993) theory of mul-tiple intelligences, showing that language games stimulate various thinking and learning styles by simultaneously activating verbal, interpersonal, visual, and kinesthetic components. This diversity of engagement facilitates personalized learning and more effective knowledge construction. The alignment between empirical results and the competency-based curriculum model (MASR, 2020) clearly demonstrates that language games can be naturally and effectively integrated into 97 w N ed games should not be seen as incidental interventions in the learning process, but rather as essential A L S Pr and structured strategies that contribute to building a modern, inclusive, and competence-oriented CIE o education aimed at preparing students for life and active citizenship. ce N ed TIF ing IC C 6 RECOMMENDATIONS s Bo O N FE ok R Based on the analysis of empirical data and the theoretical discussion developed in this study, a : E EN D er-R RN In conclusion, the data collected in this study not only confirm the reliability of the selected theo-ev AT retical framework but also enrich it through practical evidence in the Albanian context. Language ie IO Pe IN learning process (Tahiri & Shegani, 2017). TE lesson planning and implementation, enhancing the teacher’s role as a facilitator and guide of the CA the use of language games in pre-university education in Albania: T'S A TION U CE I series of concrete recommendations are proposed to improve teaching practices and to strengthen N T P D clude theoretical foundations, practical examples, and clear guidelines for formative assessment M EO in playful learning contexts. EN PL TA E 2 2. Create digital platforms and practical guides , grounded in scientific evidence, that feature struc-L H A BO guage games and their integration into competency-based lesson planning. Trainings should in-U 1. Develop professional training modules for teachers, focused on the pedagogical use of lan- EA 02 tured games adapted to age, language level, and curricular objectives. Such platforms may inte- 4 –2 LT grate interactive tools like Canva, Wordwall, Quizizz, and other technological applications. H 02 3. Include language games in official curricular documents as part of the recommended meth- 5 odologies, positioning them as standardized tools to foster critical thinking, language develop- ment, and the inclusion of students with diverse learning needs. 4. Promote a culture of professional collaboration among teachers to share best practices, co-cre- ate new games, and build a national repository of tested and standardized materials that sup- port language learning through play. 5. Integrate educational technology intentionally and effectively, by using digital language games that support personalized learning, increase motivation, and facilitate the inclusion of all students, in line with the requirements of modern education. 6. Implement pilot projects in public and private schools, in cooperation with local educational institutions and international organizations such as UNICEF, OECD, and curriculum development partners, with the aim of testing and evaluating the impact of language games on improving the quality of teaching and learning. 7 CONCLUSIONS The undertaken study sheds light on the transformative role of language games in the teaching of the mother tongue in pre-university education, positioning play not merely as a supporting meth-od, but as an essential strategy for fostering inclusion, linguistic development, and the construction of life competencies. The evidence collected through various research instruments demonstrates that play has a multifaceted impact on students: it increases self-confidence, strengthens communi-cation, stimulates critical reflection, and creates a positive learning climate. The alignment of the results with the contemporary theoretical framework, as well as with the com-petency-based curriculum model implemented in Albania, makes this approach both feasible and necessary in teaching practice. The use of games in instruction transforms the classroom into a space of interaction, experimentation, and growth, supporting the teacher in their role as a facilitator and mentor of active learning. In this context, language games represent a powerful bridge between the joy of learning and the demands of modern education for the development of sustainable competencies. To ensure suc-cessful and sustainable implementation, institutional support, professional training, and the cul-tivation of a collaborative culture among teachers are essential. Only through such a synergy be-tween theory and practice can play take its rightful place in the construction of a quality, inclusive, and forward-looking education system. 98 REFERENCES Pe INTE 1. ASCAP. 2024. 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Teaching Language Grammar with a Focus on the Learner: Analysis L H 02 of Written Tasks in the Development of Language Skills in the Fields of Lexicology and Morpho- EA 4 LT –2 logy. Journal of Educational and Social Research 15 (4): 124–135. https://doi.org/10.36941/jesr- H 02 2025-0124. 5 27. UNDP. 2020. Study of the Vocational Education and Training System in Albania. https://www.undp. org/sites/g/files/zskgke326/files/migration/al/Review_VET_Albanian.pdf. 28. UNICEF. 2018. Teacher’s Guide: Activities to Support All Learners in School and Classroom. Available at: https://www.unicef.org/northmacedonia/media/4306/file/MK_ManualForLearners_Report_ AL.pdf. 29. Vygotsky, Lev S. 1978. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4. 30. Working towards the Global Sustainable Development Goals (SDG 2030) in Albania. (n.d.). Avai- lable at: https://sdgs.un.org/goals. 31. Wright, Andrew, David Betteridge, and Michael Buckby. 2006. Games for Language Learning. 3rd ed. Cambridge University Press. https://www.scirp.org/reference/referencespapers?reference- id=2271266. AUTHOR BIOGRAPHY Assoc. Prof. Dr. Albana Tahiri is a full-time lecturer at Albanian University, Faculty of Social Sciences, Department of Education and English Language. She has over 28 years of experience in the Albanian education system, including 19 years as a school director and specialist at the Ministry of Educa-tion and Sports, and more than 10 years in higher education. She currently serves as a trainer in the national “School of Directors” program (2024–present) and acts as a mentor for the professional development of teachers in both Albania and the Albanian diaspora. Her research interests include the development of critical and creative thinking, language education in intercultural contexts, transformative leadership in education, and the implementation of Sustainable Development Goal 4 (Quality Education) in educational policy. 100 THEORETICAL-METHODOLOGICAL PROBLEMS w N edAL S Pr o OF THE SCIENCE OF SOCIAL WORK AND HIGHER CIE ceN edTIF EDUCATION OF SOCIAL WORKERS ingIC C s BoONFE ok Dževad Termiz, Associate Professor, PhDR : EEN Faculty of Political Sciences, University of Sarajevo, Bosnia and Herzegovina Published professional conference contribution Pe INTE 1.09 Objavljeni strokovni prispevek na konferenci er-R RN evAT ieIO European University Brčko District, Bosnia and Herzegovina B AOU NT P D MEO ABSTRACT ENPL TAE 2 This paper deals with the fundamental crisis within the science of social work, which affects both Nedeljko Stanković, CA Associate Professor, PhD T'S A TION U CE I D its scientific constitution and the quality of higher education for practitioners. The paper argues L H 02 EA4 LT–2 that the rapid evolution of practical needs has significantly outpaced the development of the H02 discipline’s key components: its subject of study, theory, and methodology. Through a critical 5 literature review, the paper deconstructs this problem by analyzing key theoretical and meth-odological texts. The findings reveal three main problems: (1) a persistent lack of a valid, scien-tific definition of social work as a field of study, which complicates its demarcation from related disciplines; (2) a consequent weakness in scientific theory, which is often conflated with general theory or practical methods; and (3) a subsequent stagnation in specialized methodology. As a solution, the paper synthesizes these findings to reaffirm the necessity of an “integral approach,” which is based on the axiomatic postulates of connections and relationships, pervasiveness and interdependence, and the inseparable dialectical unity of its components in the science-profes-sion and methodology-methodics relationships. The discussion concludes that resolving these fundamental problems is a prerequisite for designing effective university curricula and for ad-vancing social work as a robust, evidence-based scientific discipline. Keywords: Science of Social Work, Higher Education, Methodology, Integral Approach, Theo-ry-Practice Gap. 101 Pe 1 INTRODUCTION IN TE er-R R The dynamics of developing needs and changes in the practice of social work (Payn 2001; Dervišbe-N ev AT gović 2003) are significantly more pronounced and greater than the development of the discipline’s ie IO w key scientific components: its theory, methodology, and methods (Termiz 2005). Unfortunately, N ed A L S there is a clear scientific deficit of relevant academic papers dealing with the problems of normal Pr behavior and life (Čekić n.d.; Jugović 2002), which is an essential starting criterion for distinguishing o CIE ce N social work clients in a state of pronounced social need. The task of scientific theory is to provide ed TIF definitions that meet the requirements of valid logical and methodological rigor, yet the field strug-ing IC C gles with this fundamental step (Milosavljević 2023). s Bo O N FE ok This fundamental weakness creates a series of problems. The consequences of the absence of a valid R : E EN definition of the subject can be classified into two extreme understandings: first, as mere adminis-D U CE I trative-practical and professional activities, and second, as sub-sciences of sociology, pedagogy, and CA T'S A other already constituted sciences, along with its inadequate classification within the educational TION B sciences (e.g., Rossner and other German theorists). Based on this, it can be concluded that the sci- A O U N T P ence of social work is either disputed or, to put it mildly, not yet fully constituted. This directly causes D M inadequate positioning in the system of science and prevents appropriate demarcation from other EO EN PL disciplines. Without a consensual scientific definition, the science of social work faces significant TA E 2 L H challenges in demarcating its field of research, which often leads to an eclectic, multidisciplinary 02 EA 4 character where the unique scientific core of the discipline is blurred (Termiz 2022). Contemporary LT –2 H situations, therefore, require an “integral approach” - a critical synthesis of positive knowledge from 02 5 all theoretical-methodological paradigms to build a coherent scientific identity (Termiz 2001). The impetus for this paper also stems from a collaboration with Alen Mušović, MA, on researching theoretical-methodological problems in the science of social work. This collaboration resulted in preliminary research and a proposal for a doctoral dissertation project titled ‘Theoretical-Method-ological Problems of Designing Scientific Research in the Science of Social Work’ at the European University Brčko District, under the mentorship of prof. dr. Dževad Termiz. This paper argues that resolving these fundamental issues is a prerequisite for the advancement of social work as a science and the improvement of the higher education of its practitioners. Therefore, the primary goal of this paper is to deconstruct these theoretical-methodological problems through a critical literature review. In doing so, we intend to establish the necessity of the ‘integral approach’ as a foundational framework for this task. 2 METHODOLOGY This paper applies a qualitative research methodology, specifically a critical literature review. The aim of this method is to systematically identify, evaluate, and synthesize the existing body of sci-entific work on theoretical and methodological problems in the science of social work, in order to build a cohesive, evidence-based argument for the integral approach. 2.1 Research Question The central research question guiding this review is: What are the key theoretical and methodological problems that hinder the scientific constitution of social work, and how do these problems affect the higher education of its practitioners? 2.2 Selection of Sources (Inclusion and Exclusion Criteria) To ensure a rigorous and relevant review, a systematic selection process was applied. The review included peer-reviewed scientific articles, academic books, and conference proceedings published primarily between 1990 and 2025, a period reflecting the development of modern social work sci-ence in the region. While there were no strict language restrictions, the focus was on works in B/H/S (Bosnian/Croatian/Serbian) and English. - Inclusion Criteria: Sources were required to directly address the definition of social work as a science, the development of its specific methodology, the state of its theoretical frameworks, or its relationship with other social sciences. 102 - Exclusion Criteria: Works focused exclusively on practical techniques (“methodics”) without a Pe IN methodological or theoretical basis were excluded, as were unpublished works and literature TE er based on anecdotal evidence.-RRN evAT ieIO 2.3 Search Strategy wN edAL S Pr The literature search was conducted in the Scopus, Google Scholar, and regional academic data-oCIE bases. Keywords were used in English and B/H/S, including: “theory of social work”, “methodolo-ceN ed gy of social work”, “nauka o socijalnom radu”, “definicija socijalnog rada”, and “integralni pristup”. TIF ingIC C Boolean operators (AND, OR) were applied to combine keywords. s BoON- Number of initially found works: Over 400. okFER- Number of works after filtering: After applying the criteria based on titles and abstracts, this : EEN D number was reduced to approximately 60 relevant sources for detailed analysis. UCE I CAT'S A 2.4 Process of Literature Analysis TIONB AOU The analysis of the selected sources, presented in the “Results” chapter, was not a mere summa-NT P D M rization, but a critical evaluation. A comparative analysis of existing definitions and theoretical EO EN frameworks was conducted to highlight inconsistencies, conceptual weaknesses, and logical short-PL TAE 2 comings (e.g., historical inaccuracy of definitions, insufficient demarcation from related disciplines). L H02 Special attention was paid to identifying methodological gaps, such as the conflation of the terms EA4 LT–2 methodology and methodics, and the gap between theoretical premises and practical application H02 in social work. The goal of this critical process was to argue for the necessity of the proposed “inte-5 gral approach” through a synthesis of the identified problems. 2.5 List of Key Publications for Analysis From the corpus of 60 relevant sources, a representative group of 15 key publications was selected for in-depth synthesis and critical analysis, as they best illustrate the central theoretical and meth-odological debates in the field: - Bećin, A. (1977). Science of Social Work (anthology). Belgrade.- Bourdieu, P. (1999). Outline for a Theory of Practice. - Dervišbegović, M. (2003). Social Work - Theory and Practice.- Halmi, A. (2020). Contemporary Approaches and Methodology of Social Sciences.- Halmi, K. (2003). Strategies of Qualitative Research in Applied Social Sciences.- How, S. (1997). Introduction to the Theory of Social Work. - Martinović, M. (1987). Scientific Foundations of Social Work. Zagreb.- Milosavljević, M. (2023). Fundamentals of the Science of Social Work.- Milosavljević, S., & Radosavljević, I. (2013). Fundamentals of Methodology of Political Sciences.- Payn, M. (2001). Contemporary Social Work Theory. - Termiz, Dž. (2001). Fundamentals of the Methodology of the Science of Social Work.- Termiz, Dž. (2005). Theory of the Science of Social Work. - Termiz, Dž. (2025). Methodology of Social Sciences. - Vidanović, I. (1987). Therapeutic Models of Social Work. Belgrade: Scientific-Research Center for Social Work and Social Policy FPN. - Weber, M. (1968). Methodology of the Social Sciences. 3 RESULTS Critical Analysis of Fundamental Problems. The critical analysis of the selected literature was not a mere summarization, but an evaluation of key arguments, which revealed three interconnected fundamental problems that hinder the development of the science of social work. 103 3.1 Fundamental Crisis of Definition er TE The analysis confirms a persistent lack of a scientifically robust and consensual definition of the sub--R Pe IN ie IO example, Bećin’s definition of social work as a “public activity” is w N ed A L S historically inaccurate, as the field originated from private initiatives, and it fails to specify its unique Pr CIE ev RNAT ject of social work. Existing definitions, although valuable, often exhibit critical shortcomings. For ce N the “transfer of knowledge into practice,” describes a characteristic common to all applied sciences ed o characteristics in comparison to other public services. Similarly, Halmi’s definition, which focuses on ing TIF and therefore does not sufficiently demarcate the unique domain of social work. A critical review of IC C s Bo O the works of other key authors, such as Martinović (1987) or Payn (2001), reveals similar problems N of insufficient precision, confirming that the lack of consensus is not an isolated case but a systemic ok FE R : E problem of the field. This lack of a precise definition hinders the constitution of the science, its the-EN D U CE I ory, and its methodology. Based on a synthesis of these critiques, a working definition is proposed: CA T'S A The subject of the science of social work is a permanent, developmental, and complex social phenome-TION B A O non whose essence is the provision of social assistance to members of society who are in or approaching U N T P a situation of pronounced social need that they cannot overcome on their own (Termiz 2001). D M EO EN PL 3.2 Consequences: Weak Theory and Disciplinary Demarcation TA E 2 L H 02 The lack of a clear definition directly contributes to the weakness of scientific theory. The analysis EA 4 shows a frequent conflation of general theory and scientific theory, as well as methodology (the LT –2 H 02 science of methods) and methodics (practice techniques). This leads to a state where social work is 5 often perceived as a “multidisciplinary” or “eclectic” field, which relies heavily on psychology, soci- ology, pedagogy, and law without a clearly defined, original scientific core. For example, therapeu-tic models in social work often directly adopt concepts from related disciplines (Vidanović, 1987) without sufficient adaptation to the specific needs of clients in a state of social need, which further blurs the discipline’s boundaries. This problem is exacerbated by the fact that many senior scholars in the field originated from these other disciplines, unintentionally perpetuating the influence of their “home” science. 3.3 Methodological Stagnation The third key finding is the underdeveloped state of specialized social work methodology. The anal-ysis reveals that the field disproportionately relies on methodics - “how” to act in an intervention - while neglecting fundamental methodological issues such as research design, data processing, and scientific reasoning. The problem here is not the existence of methodics as such, but its separation from methodological foundations. The existence of social work methodics is undeniable, as social work is practiced in real life as a professional activity carried out according to rules derived from scientific knowledge. There-fore, if the rules of professional work have arisen from scientific knowledge confirmed in practice, the existence of work methodics as an instructive-research activity cannot be disputed. It is crucial, however, to ensure that these methodics are based on scientific methodology, rather than replacing it. This results in an oversimplification of research classifications and a failure to develop a robust sys-tem of scientific methods specific to the field’s unique subject. The persistent but erroneous debate about qualitative versus quantitative paradigms further obscures the path toward an integrated, problem-oriented methodological approach. 4 DISCUSSION The findings confirm the central thesis that a robust and specialized methodological framework is crucial for the advancement of social work as a science and as a profession. The identified deficit is not just an academic gap, but a practical obstacle to the development of effective evidence-based interventions. The “integral approach” emerges from the analysis not as just another theory, but as a meta-methodological strategy for resolving this persistent problem. It entails the critical study and selection of positive knowledge from all theoretical-methodological directions and paradigms, based on the inseparable dialectical unity of science and profession, methodology and methodics, 104 4.1 Implications for Higher Education w N edAL S Pr These fundamental problems have profound implications for the higher education of social work- oCIE ers. A curriculum based on a poorly defined scientific core risks producing practitioners who are ceN ed skilled in techniques (“methodics”) but lack the deep theoretical and methodological understand-TIF ingIC C ing necessary for critical thinking and evidence-based practice. An analysis of existing curricula of- s BoO ten reveals an imbalance, where methodological training is reduced to learning about individual N okFE methods, instead of developing the capacity for independent scientific research. Resolving the fun -R : E edge from all sources to build a coherent scientific foundation. er-R RN evAT ieIO just a call to mix methods, but a systematic process of critically evaluating and synthesizing knowl- Pe INTE and scientific and professional research as a basis for the improvement of social practice. This is not damental issues of the science is therefore not a purely academic exercise; it is a prerequisite for EN D UCE I designing curricula that can produce truly competent, scientifically grounded professionals capable CAT'S A of adapting to the evolving complexities of the field. TIONB AOU N 4.2 Limitations of the ResearchT P D MEO Finally, it is necessary to highlight the limitations of this research. Since the methodology is based ENPL TAE 2 on a critical literature review, the findings are primarily theoretical and conceptual in nature and are L H not derived from new empirical data. Therefore, although this paper establishes a solid framework 02 EA4 for understanding the fundamental problems of the discipline, future empirical research is crucial to LT–2 H02 validate these theses and test the application of the ‘integral approach’ in practice.5 5 CONCLUSION The definition of the phenomenon-process of social work as a subject of science represents not only the pinnacle of scientific work, but also an essential foundation and condition for the constitution of the science of social work, its scientific theory, and its methodology. By deconstructing the fun-damental problems of the discipline, this paper has confirmed this thesis, pointing to critical weak-nesses that stem precisely from the unresolved issue of definition. The key findings are that the dis-tinction between theory and methodics must be clarified, and that the discipline must overcome simplistic methodological divisions through an ‘integral approach,’ which rests on the unity of theo-ry and practice, and of quantitative and qualitative knowledge. The identification and scientifically acceptable resolution of these theoretical and methodological problems, in accordance with the postulates of the scientific paradigm, serves the function of ad-equately positioning the science of social work as an academic discipline within the system of sci-ence. This enables the organization and realization of contemporary scientific research, the results of which are crucial for the further development of the science itself. Based on such research, it is possible to create modern educational curricula, the implementation of which in higher education institutions educates competent social workers. Resolving these fundamental problems is therefore not just an academic, but an essential step in ensuring that future social workers are educated not as technicians, but as scientific professionals - researchers and practitioners capable of successfully facing existing and new challenges in the practice of contemporary society. 105 Pe REFERENCES IN TE er 1. Beyme, Klaus von. 1974. Contemporary Political Theories. 5th ed. Zagreb: Stvarnost.-R R N ev AT 2. Bourdieu, Pierre. 1999. Outline for a Theory of Practice . Belgrade: Zavod za izdavanje udžbenike i ie IO w nastavna sredstva. N ed A L S 3. Čekić, Elvira. n.d. Normal and Deviant in Human Behavior (Psychological Aspect). Sarajevo: Institute Pr CIE o for Scientific Research and Development, University Clinical Center. ce N ed 4. Dervišbegović, Muhamed. 2003. Social Work - Theory and Practice . 4th ed. Sarajevo: Zonex ex Libris. TIF ing IC C 5. Halmi, Aleksandar. 2020. Contemporary Approaches and Methodology of Social Sciences: Chaos and ok FE 6. Halmi, Kasandra. 2003. Strategies of Qualitative Research in Applied Social Sciences. Zagreb: Nakla-R : E s Bo O Complexity Theory. Zagreb: Novi redak. N TION T'S A de: Zadužbina Andrejević. B A O 8. How, S. 1997. Introduction to the Theory of Social Work. Belgrade. U N T P D U CE I 7. Halmi, K., N. Danilović, and Dževad Termiz. 2022. Evaluation Studies in the Social Sciences. Belgra-CA D EN da Slap. M 9. Jugović, Aleksandar. 2002. Social Pathology and Normality: Theoretical and Practical Perspectives. TA PLE 2 10. Lakićević, D. 1978. Introduction to Social Policy. Belgrade: Savremena administracija. L H EN EO Belgrade: Službeni glasnik. EA 02 11. Milosavljević, M. 2023. Fundamentals of the Science of Social Work. Belgrade: author’s edition. 4 –2 LT 12. Milosavljević, S., & I. Radosavljević. 2013. Fundamentals of Methodology of Political Sciences. 5th H 02 ed. Belgrade: Službeni glasnik. 5 13. Muhović, Muslija. 2012. Gnoseology. Sarajevo: DES. 14. Nedeljković, I.R. 1982. Social Work. Belgrade. 15. Payn, M. 2001. Contemporary Social Work Theory. Banja Luka: Faculty of Philosophy, University of Banja Luka. 16. Radosavljević, I., Dž. Termiz, N. Danilović, & M. Gordić. 2016. Statistics in the Research of Social Phenomena. Belgrade: Zavod za izdavanje udžbenika. 17. Ratković, R. 1985. Fundamentals of Political Sciences. Belgrade: Institute for Political Studies. 18. Termiz, Dževad. 1992. Application of the General Scientific Statistical Method in Social Welfare Rese- arch. Sarajevo: Faculty of Political Sciences, University of Sarajevo. 19. Termiz, Dževad. 2001. Fundamentals of the Methodology of the Science of Social Work. Lukavac: Grafit. 20. Termiz, Dževad. 2005. Theory of the Science of Social Work. Lukavac: Grafit. 21. Termiz, Dževad. 2006. Statistical Techniques and Procedures in Political Science Research. Lukavac: Grafit. 22. Termiz, Dževad. 2013. Critique of Theory. Sarajevo: AMOS-GRAF. 23. Termiz, Dževad. 2020. Statistical Data Processing in Empirical Social Research. Sarajevo: Faculty of Political Sciences, University of Sarajevo. 24. Termiz, Dževad. 2022. Methodology of Social Sciences. 3rd ed. Sarajevo: University of Sarajevo/ International Association of Social Science Methodologists, Belgrade. 25. Termiz, Dževad, and Slavomir Milosavljević. 1999. Introduction to the Methodology of Politology. Sarajevo: DAX Trade. 26. Vidaković, I. 2006. Dictionary of Social Work. Belgrade. 27. Weber, M. 1968. Methodology of the Social Sciences. 3rd ed. Zagreb: Globus. AUTHOR BIOGRAPHIES Acc. prof. dr. Dževad Termiz is a member of the European Academy of Sciences and the New York Academy of Sciences, and a full professor at the Faculty of Political Sciences, University of Saraje-vo. His primary contributions include the development of specialized methodologies for the social sciences (social work, security studies) and the founding of Analytics as a methodological discipline. Acc. prof. dr. Nedeljko Stanković is a full professor of law at the European University Brčko District and a member of the European Academy of Sciences and the New York Academy of Sciences. His academic work covers law and sports sciences, with a research focus on the prevention of financial crime, terrorism, and high-level martial arts. 106 Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO PARENTAL OPINIONS ON SCREEN USE w N edAL S Pr o IN EARLY AND PRESCHOOL-AGE CHILDRENCIE ceN edTIF ingIC C Dunja Jurić Vukelić, EN Assoc. Prof. Dr. Sc. D UCE I Faculty of Education and Rehabilitation Sciences, Osijek, Croatia CAT'S A TIONB A Center for Upbringing and Education Tomislav Špoljar, Varaždin, Croatia ok FER : E Emina Ahmetović, Teacher, M.Sc. in Rehabilitation Education s Bo ON In contemporary society, technology plays a significant role in the lives and habits of children, D M EO ENPL ABSTRACT O N UT P including those in early and preschool age. Screen exposure, ranging from television to mobile TA E 2 devices, is becoming increasingly frequent, raising questions about its potential impact on child L H 02 EA4 development. Experts in early childhood development increasingly highlight the possible risks LT–2 H02 associated with excessive screen use, such as negative effects on attention, social skills, and 5 emotional development. The present study examines parents’ opinions on the amount of time their children spend in front of screens, the content they are exposed to, and parental attitudes towards screen use, as well as their awareness of its consequences. The research was conducted through an online questionnaire designed specifically for this study. A total of 203 parents of early and preschool-age children participated in the study. The results show that more than half of the parents reported that their child spends less than one hour per day in front of screens. A smaller percentage of parents stated that their children spend one hour or 2–3 hours, while the smallest number of parents reported four or more hours of screen time. The findings also indicate a significant level of parental awareness regarding the potential risks of excessive screen use. This insight can be valuable for professionals working with parents and children, such as those in preschool institutions, to further educate them on screen use strategies that are more appro-priate for children’s development. Empowering parents through workshops or informational programs may further encourage them to set time limits and engage in co-viewing activities to mitigate the negative consequences of excessive screen use. Keywords: Screen impact, Parents, Early and preschool-age children. 107 Pe 1 INTRODUCTION IN TE er-R R Since the 1990s, when the Internet first entered private households, the everyday lives and routines N ev AT of families have been profoundly transformed (Kokorić, 2020, p. 34). Today, children are exposed ie IO w to technology from birth, and the presence of digital devices in their environments is virtually una-N ed A L S voidable. Although technology offers certain developmental advantages, such as opportunities for Pr learning and entertainment, it also raises concerns about potential risks (Anderson & Subrahman-o CIE ce N yam, 2017). The American Academy of Pediatrics (AAP, 2016) recommends that children under the ed TIF age of two should not be exposed to screens at all, underscoring the sensitivity of this develop-ing IC C mental stage. Similarly, the World Health Organization (WHO, 2019) issued guidelines advising that s Bo O N children under the age of two should avoid any screen exposure, while those aged 2–4 should not ok FE R : E exceed one hour of sedentary screen time per day. Despite these guidelines, research consistently EN D U CE I shows that very young children do, in fact, spend time in front of screens. For instance, De Decker CA T'S A et al. (2012, p. 54) examined screen time among preschool-age children in six European countries TION B and found large variations: children in Germany and Spain typically spent up to 30 minutes per day A O U N in front of screens, Greek children up to an hour and a half, while in Belgium, Poland, and Bulgaria, T P D M parents reported that preschoolers could spend as much as four hours daily using digital media. EO EN Similar patterns are observed in Croatia. A large-scale study conducted in 2017 with 653 parents of PL TA E 2 preschool children revealed that 80% of children live in households with five or more small screens, L H 02 EA 4 and about one-third even have a television in their bedrooms. On average, Croatian children were LT –2 found to spend 2.42 hours on weekdays and 3.03 hours on weekends using electronic devices. H 02 Comparable findings have been reported in the United States, where children from birth to eight 5 years of age spend an average of about two hours per day engaged with screen media (Rideout, 2017). These findings suggest that screen exposure has become a normalized part of family life, even among the youngest children. The implications of early and frequent exposure are far-reaching. Research by Chonchaiya and Pruk-sananonda (2008, p. 978) demonstrated that children with language delays began watching tele-vision approximately ten months earlier than children with typical development. Similarly, Lapierre (2012, p. 840) pointed out that background television can disrupt play and communication, leading to fewer and lower-quality parent–child interactions. Such disruptions may negatively affect lan-guage acquisition, cognitive development, executive functions, and attention in children under the age of five. These findings highlight that screen use is not a neutral activity but one that can shape developmental trajectories. At the same time, the family environment plays a decisive role in shaping children’s habits, values, and attitudes. Early childhood is the period in which fundamental values and patterns of behavior are formed and tend to remain stable throughout life (Miliša & Zloković, 2008, p. 41). Parents, as primary agents of socialization, also strongly influence children’s media use (Ilišin, Marinović Bo-binac, & Radin 2001, p. 27). As Spitzer (2021, p. 65) notes, children frequently imitate their parents’ behavior, including media-related habits, which are passed down across generations. This perspec-tive emphasizes that the discussion about screen exposure cannot be separated from the context of parental practices and family dynamics. However, even though many parents are aware of the possible negative consequences of exces-sive screen use, they often face daily challenges in balancing their children’s needs with their own responsibilities. Digital devices are sometimes used as a way to find moments of rest or manage demanding routines. Spitzer (2021, pp. 75–76) describes a longitudinal study with 183 parent–child pairs of children under five years of age, showing that digital device use disrupted everyday parent– child interactions, contributed to increased maternal depression, frequent parental conflicts, and overall dissatisfaction with parenting (p. 78). These findings underline the complexity of parental attitudes toward screen time: while parents recognize its risks, they may also rely on it as a coping strategy in their daily lives. Beyond developmental outcomes, research also points to the psycholog-ical risks of excessive screen exposure. A large-scale population-based study conducted by Twenge and Campbell (2018) found consistent associations between higher amounts of screen time and lower psychological well-being among children and adolescents, including reduced emotional stability, less curiosity, and increased difficulties with self-control and interpersonal relationships. 108 cultural trends. Understanding how parents perceive and regulate screen use in early and pre- w N edAL S school-age children is therefore crucial for developing guidelines and interventions that support PrCIE o both child development and family well-being. ceN edTIF ingIC C 2 RESEARCH METHODS s BoONFE ok 2.1 Research Aim and ImplementationR : EEN D Taken together, the reviewed literature indicates that children’s screen use is a multifaceted phe- er-R RN evAT nomenon shaped by developmental vulnerabilities, parental practices, and broader social and ieIO opment, raising important concerns for children’s and adolescents’ overall mental health. Pe INTE These findings suggest that the effects of screen use extend beyond cognitive and language devel- Given the research findings indicating that parents are the primary agents of socialization, including U CE I media use, this study aims to explore the opinions of parents of early childhood and preschool-age CA T'S A TION children regarding screen use, the content their children watch, and the time spent in front of B AO screens. Additionally, the study seeks to assess parents’ awareness of the negative impact of screen U NT P D exposure on child development. MEO EN For the purpose of this research, a questionnaire was designed and distributed to parents via social PL TAE 2 media. Participation in the study was voluntary, and respondents were informed about the purpose L H02 and objectives of the research, the method of data collection, as well as the confidentiality and ano - EA4 LT–2 nymity of their responses, in accordance with the Ethical Code. The results of this study are presented H02 within a scientific and methodological framework.5 2.2 Instrument and Statistical Methods For the purpose of this research, a self-administered questionnaire was developed and distributed online through social media platforms. The questionnaire was specifically designed for this study and included items addressing children’s daily screen time, the type of content they watch, the pro-grams they most frequently use, as well as parental attitudes and awareness regarding the impact of screen use on child development. In addition to demographic information about the parents and their children, the instrument consisted of both closed-ended and Likert-scale questions to capture a broad spectrum of parental opinions. The collected data were analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations) to summarize parental reports on screen use and attitudes. Furthermore, in-ferential statistical analyses were conducted, including regression analysis and ANOVA, in order to identify significant predictors of children’s screen time and to test the relationships between paren-tal attitudes, awareness, and reported screen use. These methods provided a deeper understanding of the factors influencing children’s daily screen exposure and parental regulation practices. 2.3 Sample A total of 203 parents participated in the study. Among the respondents, 192 were women (94.1%), indicating that the majority of participants were mothers. Eleven participants were men (5.4%), rep-resenting fathers. This gender distribution highlights the significant predominance of mothers in the research sample, which is a common occurrence in studies related to family and parenting topics. The average age of the participants was 35 years (M=35.01, SD=5.33), with the youngest participant being 21 years old and the oldest 50 years old. In terms of education level, 77 participants (37.7%) had a secondary education, 30 participants (14.7%) had a post-secondary degree, and 95 partici-pants (46.6%) held a university degree. The largest proportion of respondents had a university de-gree (46.6%), while the smallest group had a post-secondary education (14.7%). Participants with a secondary education made up just over one-third of the sample (37.7%). Regarding employment status, 180 participants (88.2%) reported being employed, while 22 par-ticipants (10.8%) stated that they were not employed. Most respondents had one or two children (86.8%), while a smaller number had three or four children (12.3%). The majority of participants became parents between the ages of 18 and 35, with the highest concentration of first-time parents in the 26–30 age group. 109 Pe 3 RESULTS AND DISCUSSION IN TE er-R R N Table 1: Descriptive Statistics of Key Variables ev AT ie IO w Variable Min Max Mean Std. Deviation N ed A L S Pr Child’s Age 1 6 4.55 1.39 CIE o ce N Daily Screen Time on Weekdays 1 5 1.71 0.99 ed TIF Daily Screen Time on Weekends 1 5 2.03 1.11 ing IC C s Bo ON The average age of children in the study is 4.55 years. The standard deviation is 1.39, indicating ok FE R : E that children’s ages are relatively evenly distributed within the preschool period. The average EN D U CE I screen time on weekdays is 1.71 hours, meaning that most children spend less than 2 hours in front CA T'S A of screens on weekdays. The standard deviation is 0.99, suggesting a moderate variation in the TION B amount of time children spend using screens. On weekends, the average screen time increases to A O U 2.03 hours, indicating that children spend slightly more time in front of screens compared to week-N T P D M days. The standard deviation is 1.11, which also suggests moderate variability in this measure. EO EN PL TA E 2 Table 2: Types of Content Children Watch L H 02 EA 4 Content Your Child Watches N % LT –2 H 02 Advertisements 21 10.6% 5 Songs 89 44.7% Cartoons 154 77.4% In the part of the study focusing on the content children watch, the results show the following: 21 par-ticipants (10.6%) reported that their child watches advertisements, 89 participants (44.7%) stated that their child watches songs, and 154 participants (77.4%) indicated that their child watches cartoons, which represents the largest share. From these data, we can conclude that cartoons are the most pop-ular type of content among children in this sample, while advertisements are the least watched. Table 3: Most Frequently Watched TV Programs by Children The TV Program Your Child Watches Most Frequently N % RTL Kockica 31 14,6 Baby TV 11 5,2 YouTube 87 41,0 Netflix 18 8,5 HBO 2 0,9 HRT3 21 9,9 In the section of the study regarding the TV programs children watch most frequently, the data shows that the largest number of children, 87 (41.0%), watch YouTube, making it the most popular choice. The second most popular program is RTL Kockica, watched by 31 children (14.6%). HRT3 is followed by 21 children (9.9%), while 18 children (8.5%) choose Netflix. Baby TV is watched by 11 children (5.2%), and only 2 children (0.9%) watch HBO. A total of 170 valid responses (80.2%) were provided, while 42 children (19.8%) did not provide information about the programs they watch. These results show that children prefer digital platforms like YouTube, while traditional television channels are less popular. 110 Table 4: Parental Opinions on Screen Use and Its Impact on Child Development I believe screens have a negative impact on children’s development. RN 203 1.00 5.00 3.93 1.11 evAT ieIO I believe parental screen exposure influences the time children spend w Statement N Min Max M SD TE er-R Pe IN in front of screens. 203 1.00 5.00 3.93 1.03 N edAL S Pr I believe children can benefit from watching screens together with their parents. 203 1.00 5.00 3.40 1.01 oCIE ceN I have had the opportunity to inform myself about the impact of screens ed 203 1.00 5.00 3.82 1.14TIF on child development. ingIC C I believe children of early and preschool age should not be allowed ok FE 203 1.00 5.00 4.25 1.35R to use screens without time limitations. : E I allow my child to use screens during meals. 203 1.00 5.00 2.04 1.36 s Bo ON D EN U CE I The results of the study show that, on average, parents believe that screens negatively impact child CA T'S A TION development (M = 3.93; SD = 1.11) and that their own screen exposure affects the amount of time B AO their children spend in front of screens (M = 3.93; SD = 1.03). While they recognize the potential U NT P D benefits of co-viewing screens with children, agreement with this statement is moderate (M = 3.40; MEO SD = 1.01). Most parents report having had the opportunity to educate themselves about the impact ENPL TAE 2 of screens on child development (M = 3.82; SD = 1.14). On the other hand, parents, on average, rare - L H02 ly allow screen use during meals (M = 2.04; SD = 1.36). They clearly express the belief that young EA4 children should not be allowed unlimited screen use (M = 4.25; SD = 1.35), indicating a high level of LT–2 H02 awareness regarding the need to limit screen time.5 Table 5: Parental Use of Child’s Screen Time The time my child spends in front of screens is used for: N % Cooking 35 16,5 Organizing and cleaning 93 43,9 Work obligations 25 11,8 All of the above 13 6,1 During meals 1 0,5 We watch together 10 4,7 Total 177 81,6 The results show that most parents use the time their child spends in front of screens to perform household tasks such as tidying up and cleaning (43.9%), while 16.5% of them use this time for cooking. A smaller percentage of parents use this time for work-related tasks (11.8%) or for all of the listed activities combined (6.1%). Only a small number of parents (0.5%) use screen time during meals, and 4.7% use this time to watch content with their child. These results differ from a study published in the journal Pediatrics (2014), where the study observed a total of 55 family meals in 15 Boston restaurants, and 16 of the observed meals showed mobile phone use during the meal. In total, 83.5% of parents provided one of these responses, while 16.5% did not provide an answer. Table 6: Regression coefficients for predictors of screen time on weekdays Predictor B Std. error Beta t p (Constant) 3,85 0,54 — 7,09 < .001 Attitude towards the negative impact of screens -0,36 0,07 -0,38 -5,35 < .001 on child development Use of time -0,04 0,06 -0,05 -0,73 0,46 Child’s age 0,11 0,04 0,19 2,67 0,008 Parent’s age -0,02 0,01 -0,08 -1,10 0,27 Awareness of the impact of screens on -0,16 0,06 -0,19 -2,59 0,01 child development Note: Dependent variable: Time spent by the child in front of screens on weekdays 111 w N time. Additionally, the child’s age was a significant positive predictor (B = 0.114, p = 0.008), indicat-ed A L S Pr ing that older children spend more time in front of screens. CIE o Parents’ awareness of the impact of screens on child development was also a significant negative ce N ed TIF predictor (B = -0.164, p = 0.011), suggesting that parents who are more informed about this topic ing IC C tend to limit the time their children spend in front of screens. On the other hand, the parents’ age s Bo O N was not a significant predictor (B = -0.016, p = 0.271), indicating that attitudes and behaviors related ok FE R to screen usage do not depend on the parents’ age. Furthermore, how parents use their time while : E EN D er-R R on child development was a significant negative predictor (B = -0.360, p < 0.001), suggesting that N ev AT parents who believe screens have a harmful impact on children’s development tend to limit screen ie IO Pe IN spend in front of screens on weekdays. The parents’ attitude about the negative impact of screens TE Regression analysis revealed that some predictors are significantly associated with the time children A BOU and how they use their time, were not significant in this model. N T P D M EO Table 7: ANOVA Analysis of Predictors of Screen Time EN PL TA E 2 L H Model Sum of Squares Degrees of Freedom Mean Square F Significance 02 CA These results suggest that parental attitudes and the level of awareness play an important role in T'S A TION regulating the time children spend in front of screens, while other factors, such as the parents’ age U CE I their child is in front of a screen was not a significant predictor (B = -0.040, p = 0.461). EA 4 Regression 40.159 5 8.032 10.538 .000 LT –2 H 02 Residual 122.715 161 .762 5 Total 162.874 166 Note: Dependent variable: Time child spends in front of screens on weekdays. Predictor variables: Attitude to-wards screen impact, way of using time while child is in front of screens, child’s age, parent’s age, and awareness of screen impact. The results of the ANOVA analysis indicate that the regression model, which includes five predic-tor variables, significantly explains the variation in the time children spend in front of screens on weekdays. The total sum of squares for the regression model is 40.159, while the sum of squares for the residual model is 122.715. The F-value of the model is 10.538, and with a p-val-ue less than 0.001 (p = 0.000), these results suggest that the predictors are significantly related to the time children spend in front of screens. Further analysis of the coefficients shows that two predictors are statistically significant: paren-tal attitudes towards the impact of screens on child development (p < 0.001) and the level of awareness of the impact of screens on child development (p = 0.011). Specifically, negative pa-rental attitudes towards screens are associated with less time children spend in front of screens, while higher levels of awareness about the impact of screens are also related to shorter screen time. On the other hand, predictors including the child’s age, parent’s age, and the way parents use time while their child is in front of screens were not found to be statistically significant (p > 0.05). These results suggest that parental attitudes and their awareness of the impact of screens play an important role in determining the amount of time children spend in front of screens, while other factors such as the parent’s age, child’s age, and the specific ways in which parents use time while children watch screens do not significantly contribute to explaining this variance. The study showed that, on average, children spend 1.71 hours in front of screens on weekdays and 2.03 hours on weekends. This contrasts with a 2017 study that found children spent an av-erage of more than two hours a day and three hours on weekends in front of screens. Based on these findings, we can conclude that parents’ awareness of the importance of limiting screen time is increasing. On the other hand, it is important to consider that this study focused on par-ents of young and preschool-aged children, and recommendations suggest that children under the age of two should not be exposed to screens at all. 112 ing the connection between media use and developmental disorders in children, particularly issues er-R RN evAT related to concentration and language development in young and preschool-aged children, it is ieIO screens play a significant role in determining the time children spend in front of screens. Consider Pe IN -TE Furthermore, the study confirmed that parental attitudes and their awareness of the impact of crucial to limit screen time. w N edAL S PrCIE o 5 CONCLUSION ceN edTIF The results of the study highlight the significant role that parental attitudes and awareness play in ingIC C and preschool-aged children, and current recommendations advise that children under two years of : E EN D UCE I CA age should not be exposed to screens at all. The research further confirmed that parental attitudes T'S A TION and the level of information about the impact of screen use on child development are crucial factors pared to a previous studies, these findings suggest a growing awareness among parents about the ok FER importance of limiting screen time. It is also noteworthy that this study focused on parents of young regulating the amount of time children spend in front of screens, especially on weekends. Com- s Bo ON in determining screen time. Considering the established connection between excessive media use A BOU NT P D M and developmental disorders, particularly in relation to concentration and language development, EO EN it is essential to limit screen time for young children. Overall, the study underscores the need for PL TAE 2 continued education and awareness-raising efforts to ensure healthier screen habits for young chil - L H02 dren, supporting their overall development and well-being. EA4 LT–2 H025 113 Pe REFERENCES IN TE er 1. AAP Council on Communications and Media. 2016. Media and Young Minds. Pediatrics 138 (5).-R R N ev AT 2. Anderson, Daniel R., and Kaveri Subrahmanyam. 2017. Digital Screen Media and Cognitive Deve-ie IO w lopment. Pediatrics 140 (Supplement 2): S57–S61. N ed A L S 3. Chonchaiya, Weerasak, and Chandhita Pruksananonda. 2008. Television Viewing Associates with Pr CIE o Delayed Language Development. Acta Paediatrica 97 (7): 977–82. ce N ed 4. De Decker, Ellen, Marieke De Craemer, Ilse De Bourdeaudhuij, Katrien Wijndaele, Kristin Duvina-TIF ing IC C ge, Berthold Koletzko, and Kamila Zych. 2012. Influencing Factors of Screen Time in Preschool D EN 5. Ilišin, Vlasta, Ankica Marinović Bobinac, and Furio Radin. 2001. Djeca i mediji: Uloga medija u sva- U CE I kodnevnom životu djece. Zagreb: Alinea. CA T'S A TION 6. Kokorić, Slavica Blažeka. 2020. Utjecaj novih informacijsko-komunikacijskih tehnologija na obi - B A ok FE Obesity Reviews 13 (Suppl. 1): 75–84. R : E s Bo O Children: An Exploration of Parents’ Perceptions through Focus Groups in Six European Countries. N N O teljski život. Medijske studije 11 (22): 81–101. U T P D 7. Lapierre, Mathew A., Jessica Taylor Piotrowski, and Deborah L. Linebarger. 2012. Background Te- M EO levision in the Homes of US Children. Pediatrics 130 (5): 839–46. EN PL TA E 2 8. Miliša, Zlatko, and Jasminka Zloković. 2008. Odgoj i manipulacija djecom u obitelji i medijima: Pre-L H 02 poznavanje i prevencija. Rijeka. EA 4 LT –2 9. Rideout, Victoria. 2017. The Common Sense Census: Media Use by Kids Age Zero to Eight. San Franci-H 02 sco, CA: Common Sense Media. 5 10. Roje-Đapić, Mia, Gordana Buljan-Flander, and Ella Selak-Bagarić. 2020. Mala djeca pred malim ekranima: Hrvatska u odnosu na Europu i svijet. Napredak: Časopis za interdisciplinarna istraživa- nja u odgoju i obrazovanju 161 (1–2): 45–61. 11. Spitzer, Manfred. 2021. Epidemija pametnih telefona. Zagreb. 12. Twenge, Jean M., and William Keith Campbell. 2018. Associations between Screen Time and Lower Psychological Well-Being among Children and Adolescents: Evidence from a Population- -Based Study. Preventive Medicine Reports 12: 271–83. 13. World Health Organization. 2019. Guidelines on Physical Activity, Sedentary Behaviour and Sle- ep for Children under 5 Years of Age. Geneva: WHO. AUTHOR BIOGRAPHIES Emina Ahmetović works with students with developmental disabilities. Research interest is focused on teachers, inclusion and children with developmental disabilities. She is studying for a doctorate in educational sciences. Participates in lectures, congresses and workshops. Dunja Jurić Vukelic works as an assistant professor at the Faculty of Education, Josip Juraj Strossmay-er University of Osijek. Her advisory, professional, and research interests focus on developmental and health psychology, with an emphasis on applying insights from both fields in practice. 114 Published professional conference contribution Pe INTE 1.09 Objavljeni strokovni prispevek na konferenci er-R RN evAT ieIO MORE THAN DANCE: THE MULTIFACETED w N edAL S Pr o OBJECTIVES OF THE BALLET CLASSCIE ceN edTIF ingIC C Music Academy Gh. Dima, Romania ok FER : E Simona Noja-Nebyla, Prof. Dr., Univ. Lect. s Bo ON D EN This research addresses the need for a modern ballet education model that integrates tradition- A OU N al technique with contemporary pedagogical, scientific, and integrative practices. Historically, T P D M the ballet class has evolved from a courtly social practice into a highly disciplined art form; yet, EO ENPL traditional, teacher-centered methods often limit dancer autonomy and well-being. In the bal- TAE 2 let community, the terms ballet class and ballet training are often used interchangeably, with- L H02 ABSTRACT CAU CE I TION T'S AB out clear differentiation. This study distinguishes between EA 4 ballet class —the structured, codified LT–2 H study of technique—and ballet training—a broader integrative system that encompasses physical 025 conditioning, psychological resilience, and artistic development. Recognizing this distinction is essential for advancing both pedagogy and dancer well-being. Using a historical, compara-tive, and empirical approach, this research included a pilot project in Vienna (2020–2022) to test the integration of somatic practices, self-evaluation, and peer feedback. The findings confirm that this model significantly enhances dancers’ technical proficiency, artistic interpretation, and physical and psychological resilience. The study validates that the modern ballet class, viewed as a form of aesthetic hygiene, must transcend mere technical mastery to incorporate mental and emotional well-being, while ballet training provides the systemic foundation for long-term ar-tistic and physical sustainability. The results challenge the authoritative teaching paradigm and provide a scientific basis for curriculum reform. While the pilot project’s success is promising, a key limitation is its localized nature. The study concludes with recommendations for broader, longitudinal research to assess the long-term impact of this integrative pedagogical model on dancers’ careers and lives. Keywords: Artistic Exploration, Ballet, Reflection, Self-expression, Toolbox. 115 Pe 1 INTRODUCTION IN TE er-R R The ballet class, a practice spanning nearly four centuries, is the foundational space where art, ath-N ev AT leticism, and intellect converge to shape a dancer’s identity. Since its origins in the Académie Royale ie IO w de Danse (1661), it has developed into a structured yet adaptive pedagogical framework. Although N ed A L S traditionally codified, the ballet class has undergone continual artistic and educational transforma- Pr tions, solidifying its role in dance training and professional development. Historical scholarship has o CIE ce N documented ballet’s evolution from a courtly tradition to a professional discipline (Schneider, 2002; ed TIF Sorell, 1995); however, a gap remains in connecting these historical methodologies with contem-ing IC C porary research on dancer well-being and cognitive learning. s Bo O N FE ok This research establishes a crucial distinction between ballet class—the structured study of tech-R : E EN nique—and ballet training—a broader system of physical and psychological conditioning. While the D U CE I two are often conflated in practice, differentiating them is essential for developing an integrative CA T'S A pedagogical model. Traditional ballet pedagogy has often been criticized for its rigid, teacher-cen-TION B tered model, which may restrict dancer autonomy and artistic exploration. While high-volume prac- A O U N T P tice is indispensable for achieving expertise (Ericsson, Krampe, & Tesch-Römer, 1993), it does not D M in itself ensure dancer well-being or the development of broader artistic and cognitive capacities. EO EN PL TA E 2 This study responds to the need for a contemporary model of ballet education that extends beyond L H technical training to incorporate physical conditioning, psychological resilience, and student-cen-02 EA 4 tered methodologies. Drawing on Parker Palmer’s educational philosophy, it situates ballet peda-LT –2 H 02 gogy within a subject-centered framework (Palmer 1997). Placing the subject at the center of the 5 learning process aligns with ballet’s codified traditions and sequential technical development. This approach positions teachers and students in relation to the discipline itself, cultivating respect for its rigor while sustaining its artistic heritage. At the same time, the structured framework provides the foundation upon which creativity and expressive freedom can emerge. The study further engages with the concept of aesthetic hygiene (Noja-Nebyla 2024), which encap-sulates the universal function of the ballet class regardless of its purpose—whether for profession-al dancers, choreographers, teachers, educators, or enthusiasts. Ballet class is more than a site of technical refinement; it is a daily ritual of purification that aligns the body, refines movement, and elevates artistic expression. Through repetition, precision, and mindful execution, the class cleanses movement of inefficiencies, ensuring that every gesture embodies clarity, harmony, and intention. It is the space where dancers polish their skills, choreographers sharpen creative tools, and teachers transmit structured knowledge, all while preserving the integrity and purity of classical technique. Accordingly, this research hypothesizes that a modern subject-centered approach to ballet educa-tion, which differentiates between class and training, will not only enhance technical and artistic ability but also strengthen physical and psychological resilience. Such an approach can prepare dancers more effectively for the diverse demands of the 21st-century dance world. To investigate this, the study employs a subject-centered framework for ballet instruction, analyzing its impact on the development of technical skills, artistic expression, and pedagogical effectiveness. 2 METHODS This research employed a historical, comparative, and empirical approach to investigate the evo-lution and pedagogy of the ballet class. A historical and comparative analysis was undertaken to examine the pedagogical foundations of ballet education, tracing its evolution from codified tradi-tion to contemporary practice. This review drew upon archival sources and systematically analyzed the core methodological frameworks of Vaganova, Cecchetti, Balanchine, and the Royal Academy of Dance (RAD). The historical study was then complemented by a comparative analysis of these traditional training methods against contemporary, evidence-based practices informed by modern science and educa-tion. The analysis highlighted the intersection of ballet with somatic practices such as Bartenieff Fun-damentals and Body-Mind-Centering, which emphasize internal awareness, neuromuscular repat-terning, and embodied learning (Chen & O’Connell 2023). By examining how modern cognitive and constructivist learning theories challenge or complement the subject-structured model of classical 116 took part in the project, which integrated somatic practices, cognitive learning, and subject-struc- w N edAL S tured pedagogy. Data collection included structured self-evaluation and peer-evaluation methods PrCIE o such as reflection journals, goal-setting exercises, and partner feedback sessions. Further data were ceN ed gathered through observations and interviews with dancers, educators, and choreographers to as-TIF ingIC C sess the impact of these pedagogical shifts on learning effectiveness. s BoONFE ok 3 RESULTSR : EEN D An innovative pedagogical framework, the Noja-Nebyla Stage Education, was tested through a pilot er-R RN evAT project conducted in Vienna between 2020 and 2022. A total of 24 dancers from eight countries ieIO codified traditions and the potential for a new, integrative pedagogy. Pe INTE ballet, the study provided a multi-layered framework illustrating both the enduring value of ballet’s The research established a distinction between ballet class (the structured study of technique) and U CE I ballet training (a broader system of physical and psychological conditioning), emphasizing the ne- CA T'S A TIONB cessity to clearly differentiate them in both pedagogy and practice. While the class provides the AOU N codified structure for refining technical skills and artistic expression, training encompasses comple -T P D M mentary elements such as conditioning, psychological preparation, and somatic awareness. Recog-EO ENPL nizing this distinction is essential for designing curricula that address not only technical mastery but TAE 2 also the integrative development and well-being of dancers. L H02 EA4 The Noja-Nebyla Stage Education pilot project demonstrated that the integration of somatic aware- LT–2 H ness, cognitive learning strategies, and subject-centered pedagogy led to improvements in:025 - Technical proficiency: Dancers showed greater control, coordination, and balance. - Artistic interpretation: Participants developed stronger emotional and narrative skills.- Physical and mental well-being: There was a reduced risk of burnout and overuse injuries (Chen & O’Connell 2023; IADMS 2024). - Autonomy and critical thinking: The use of self-evaluation methods significantly increased danc- ers’ autonomy and their ability to articulate their artistic intentions (Miller, 2022). 4 DISCUSSION The findings of this study confirm and expand upon the work of Ericsson et al. (1993), who empha-sized the importance of deliberate practice. While practice volume is crucial, the results demonstrate that pedagogical approach is equally vital. The observed increase in dancer autonomy through self-evaluation and peer feedback mirrors findings by Miller (2022), who argued that reflective practice fosters critical thinking. The positive impact on dancer well-being aligns with recommen-dations from the International Association for Dance Medicine & Science (IADMS 2024), which em-phasize a comprehensive approach to mental and physical health in ballet training. A further contribution of this research is the clear differentiation between ballet class and ballet training. Ballet class is identified as the structured and codified study of technique, while ballet train-ing encompasses a broader integrative system that includes physical conditioning, psychological resilience, and artistic development. This distinction is indispensable, as the conflation of class and training has historically constrained pedagogical innovation. By acknowledging their interdepend-ence within a unified framework while simultaneously maintaining their conceptual distinctive-ness, a more rigorous and integrative pedagogical model can be articulated—one in which the ballet class preserves its function as aesthetic hygiene (Noja-Nebyla 2024), and ballet training furnishes the systemic foundation necessary for sustained artistic development and physical resilience. These results provide concrete evidence that a subject-structured approach, enriched by somatic and cognitive methodologies, leads to superior outcomes in both technical proficiency and artistic interpretation. A primary limitation of this research is the short duration and localized nature of the pilot project. While the results are promising, a broader study with a larger participant pool is need-ed to generalize the findings. 117 Pe 5 RECOMMENDATIONS IN TE er 1. Curriculum Reform: Dance academies should integrate subject-centered pedagogy, self-evalu--R R N ev AT ation, and somatic practices into curricula (Petrova 2021). A clear structural distinction between ie IO ballet class (focused technical study) and ballet training (integrative system of conditioning and w N ed A resilience) should be embedded into curricula to optimize both precision and adaptability. L S Pr 2. Teacher Training: Pedagogy programs should equip ballet masters with cognitive learning the-o CIE ce N ory and dance psychology tools, preparing them to differentiate their instruction between class ed TIF and training environments. ing IC C ok FE training models—including cross-training and somatic practices—on injury reduction and artistic R : E s Bo O 3. Future Research: Longitudinal studies are needed to measure long-term effects of integrative N D EN sustainability (Chen & O’Connell 2023). Special attention should be given to how the differentia- A OU NT P D MEO ENPL TAE 2 L H02 EA CA T'S A TIONB U CE I tion between class and training shapes career longevity and artistic development. LT –24 H 02 5 118 REFERENCES Pe INTE 1. Chen, L., & O’Connell, M. 2023. Somatic practices and injury reduction in pre-professional ballet er -RRN dancers. International Journal of Dance Science & Medicine, 15(2), 112–125. evAT ieIO 2. Ericsson, K. Anders, Ralf T. Krampe, and Clemens Tesch-Römer. 1993. The role of deliberate practi- wN edA ce in the acquisition of expert performance. Psychological Review, 100 (3), 363–406. https://doi.L S Pr org/10.1037/0033-295X.100.3.363. oCIE ceN 3. International Association for Dance Medicine & Science. 2024. Ballet training and mental health: edTIF A guide for educators . Retrieved August 14, 2025, from https://www.iadms.org/resources/men - ingIC C 5. Noja-Nebyla, Simona. 2024. : E EN D UCE I Ballet: An educational academic model. Cluj-Napoca: Ed. Colocvii. CAT'S A 6. Palmer, Parker J. 1997. The courage to teach: Exploring the inner landscape of a teacher’s life. Jos- TIONB sey-Bass. 4. Miller, S. 2022. Reflective practice and self-evaluation in dance training. In E. Davis (Ed.), Contem- ok FER porary perspectives on dance education (pp. 215–230). London: Palgrave Macmillan. tal-health-guide. s Bo ON 7. Petrova, A. 2021. The mindful dancer: A cognitive approach to ballet pedagogy. New York, NY: Rou- A OU NT P D MEO tledge. ENPL 8. Schneider, Marcel. 2002. Le ballet de cour. In L’esprit du ballet (p. 37). Paris: Bartillat. TAE 2 L H 9. Sorell, Walter. 1995. Kulturgeschichte des Tanzes: Der Tanz im Spiegel der Zeit. Wilhelmshaven: Flo-02 EA4 rian Noetzel Verlag. LT–2 H025 AUTHOR BIOGRAPHY Simona Noja-Nebyla is a University Lecturer and Doctor of Dance Education at the Gheorghe Dima Music Academy in Cluj-Napoca. She integrates her experience as a principal dancer, teacher, leader, and researcher to advance ballet education at a systemic level. 119 er-R RN evAT ieIO Pe IN Published scientific conference contribution TE 1.08 Objavljeni znanstveni prispevek na konferenci w N edAL S Pr REHABILITATION TOWARDS RECREATION: A o CIE ce N HOLISTIC APPROACH TO HEALTH AND WELL-BEING ed TIF ing IC C D EN Dovilė Lisauskienė, DSocSc, Assoc. Prof. U CE I CA Lithuanian Academy of Music and Theatre T'S A TION B Laimut ė Samsonien ė , DBioSC, Assoc. Prof. A ok FE Vilnius Gediminas Technical University, Lithuania R : E s Bo ON Vilmantė Aleksienė, DSocSc, Lecturer N UO EN PL TAE 2 ABSTRACT L H 02 EA 4 Health and well-being are increasingly recognised as multifaceted constructs that extend be-LT –2 H yond the mere absence of disease. Rehabilitation and recreation, though traditionally viewed 02 D M EOT P Vilnius University Faculty of Medicine, Lithuania 5 as distinct fields, share an intrinsic connection in promoting physical, mental, and emotional recovery. By integrating these phenomena, a holistic approach to health emerges, emphasiz-ing the interplay between restorative practices and leisure activities. This article explores the intersection of rehabilitation and recreation, highlighting their complementary roles in foster-ing resilience, enhancing quality of life, and achieving sustainable well-being. The problem of research: What are the overlapping - synergistic factors between rehabilitation and recreation processes aimed at restoring a person’s functional activity? Is continuity of the person’s health promotion(s) ensured when engaging in recreational activities after rehabilitation? Research methodology: Systematic literature analysis, also known as a systematic literature review, is a method for identifying, analysing and interpreting all the available evidence relevant to a particular research question. The process of a systematic literature review involves several key stages: Search, Assessment, Synthesis and Analysis (SALSA). The literature search was conducted in major scientific databases (ScienceDirect, Taylor & Francis Journals, Scopus, EBSCO Publishing, Springer Journals), with a priority on open access sources. The following keyword combinations were used in the search: rehabilitation AND recreation. Initially 327 articles were identified, but after screening, 15 publications were selected. The selection criteria were: (i) articles published between 2015 and 2024, (ii) published in peer-reviewed journals, (iii) studies exploring reha-bilitation and recreation phenomenon. : To ensure a smooth transition from rehabilitation to independent recreational activities, a specialist is needed to not only help patients overcome potential motivational barriers, but also to enable continuity of health promotion. To ensure a smooth transition from rehabilitation to independent recreational activities, a specialist is need-ed to not only help patients overcome potential motivational barriers, but also to enable conti-nuity of health promotion. Key words: Rehabilitation, Recreation, Health, Well-being. 120 1 INTRODUCTION Pe INTE Dynamic public health challenges highlight the need for a holistic approach to personal health. The er -RRN synthesis of rehabilitation and recreation, as a synergistic overlapping process, provides the basis evAT ieIO for the development of a comprehensive health promotion system that goes beyond traditional wN edA rehabilitation and provides the basis for long-term quality assurance of personal health.L S PrCIE According to the World Health Organisation (2019, 2023), rehabilitation is the coordinated and inte- o ceN grated use of medical, social, educational and vocational activities to maximise the functional activity edTIF of the person undergoing rehabilitation. Functional activity is an integral multidimensional compo- ingIC C ly affairs; psychomotor functions, such as physical activity; psychoemotional functions, such as men : E EN D UCE I - CA tal-cognitive activity, emotional and spiritual resilience; and psychosocial functions, such as complex T'S A TION thinking functions and language, communication and collaboration, creating works of art, etc. (Sam- to achieve meaningful personal well-being (Samsoniene et al. 2022). A person’s functional activity ok FER consists of: biosocial functions, which include daily self-management and the management of dai- nent, defined as actions that a person performs in an independent and motivated manner in order s Bo ON sonienė 2017). Recent research shows that personalised rehabilitation planning and its continuous A BOU NT P D M adaptation to the patient’s changing needs and abilities significantly improves the functional perfor -EO EN mance of the individual (Wade 2020; Dekker et al. 2020), and not only maximises the effectiveness PL TAE 2 of rehabilitation, but also increases the patient’s engagement and motivation to take an active part in L H02 the health recovery process (Dekker et al. 2020). It is important to emphasise that rehabilitation is a fi - EA4 LT–2 nite process - once a person reaches optimal functional activity, it is over. But then how does the health H02 system ensure that a person’s health is maintained or enhanced after rehabilitation?5 The concept of recreation is derived from the Latin word for “restoration”. English terminology inter-prets recreation in two ways: (1) recreation as recuperation and (2) recreation as rest (Cambridge Dictionary 2025). However, recreation is not just leisure or recreation, nor is it just recuperation when a person voluntarily engages in recreational activities of his or her own free will and in the expectation of pleasure. It is much more about the experience of a person’s state of physical and/ or psycho-emotional well-being, involving processes of wellness, self-realisation, development, socialisation (Hurd et al. 2021; Belhassen 2021; Zarotis and Tokarski 2020; Schmalz and Pury 2018; Stebbins 2018; Gómez et al., 2016; McLean and Hurd Kraus 2015). A review of the concepts of rehabilitation and recreation raises the question of the importance of the continuity of the activities implemented, which are based on a holistic approach to human health, from structured therapeutic rehabilitation practices to informal recreational activities. Re-search is being carried out to explore rehabilitation processes (Wade 2020; Krug and Cieza 2019; WHO 2019; 2023) and to systematise rehabilitation methods, techniques and tools (Bičiunaitė and Samsonienė 2023; Dekker et al. 2020). In parallel, the multidimensional aspects of recreation are being explored, with recreation being analysed as an activity, as a behaviour, as the experiences and feelings of a person or group, as a socio-cultural phenomenon (Hurd et. al., 2021; McLean and Hurd Kraus 2015). However, there is a lack of studies that analyse the synergism between rehabilitation and recreation. Study questions: What are the overlapping - synergistic factors of rehabilitation and recreation processes aimed at restoring functional activity of a person? Is continuity of the person’s recovery ensured when engaging in recreational activities after reha-bilitation? The article aim is to highlight the need for a systemic focus on the synergies between rehabilitation and recreation in order to achieve continuity of recovery. To achieve this aim, the objectives are: - to analyse the overlap between rehabilitation and recreation;- to highlight the factors involved in rehabilitation and recreation processes in restoring and en- hancing the functional performance of the individual; - to present a hypothetical model of synergy between rehabilitation and recreation for the continu- ity of the person’s recovery. 121 Pe 2 METHODOLOGY IN TE er-R R Systematic literature analysis, also known as a systematic literature review, is a method for identify-N ev AT ing, analysing and interpreting all the available evidence relevant to a particular research question. ie IO w The process of a systematic literature review involves several key stages: Search, Assessment, Syn-N ed A L S thesis and Analysis (SALSA) (Booth et al., 2021). Pr CIE o The literature search was conducted in major scientific databases (ScienceDirect, Taylor & Francis ce N ed Journals, Scopus, EBSCO Publishing, Springer Journals), with a priority on open access sources. The TIF ing IC C following keyword combinations were used in the search: rehabilitation AND recreation. Initially ok FE ria were: (i) articles published between 2015 and 2024, (ii) published in peer-reviewed journals, R : E s Bo O 327 articles were identified, but after screening, 15 publications were selected. The selection crite-N TION T'S A health improvement and have no relevance to the field of research are rejected. At the end of this B A O phase, each author assesses the quality and relevance of the selected articles for analysis. U N T P D U CE I Assessment. The abstracts of the 327 retrieved articles were read, and articles that only talk about CA D EN (iii) studies exploring rehabilitation and recreation phenomenon. EN following columns: title of the article, type of study, study participants, study characteristics, study PL TA E 2 results, conclusions/recommendations and the database where the article was found. L H M Synthesis. A google docs document is created and the data is extracted. The table consists of the EO EA 024 Analysis. The data are analysed in the context of the synthesis of rehabilitation and recreation, seeking an –2 LT answer to the following problematic questions: what are the overlapping - synergistic factors between H 02 rehabilitation and recreation processes aimed at restoring a person’s functional activity? Is continuity of 5 the person’s health promotion(s) ensured when engaging in recreational activities after rehabilitation? 3 RESULTS 3.1 Comparative analysis of rehabilitation and recreation In today’s society, rehabilitation is becoming an integral part of the healthcare system, not only to cure illnesses, but also to ensure a comprehensive improvement in the quality of life. The increasing prevalence of chronic diseases, injuries and an ageing population have led to a growing need for rehabilitation. This process, which focuses on improving the physical, mental, emotional and social well-being of the individual. In the late 19th and early 20th centuries, rehabilitation was perceived narrowly, mainly as physical rehabilitation after injuries or illnesses, especially among war veterans. After the First World War, physical rehabilitation for wounded soldiers began to be systematically applied. This period is con-sidered to be the beginning of formal rehabilitation in medicine. After the Second World War, the concept of rehabilitation became more focused on medical treatment and restoration of function. In this phase, the focus was on physical health and physiological disorders, but the social and emo-tional aspects of the patient’s health were often neglected. One of the most significant changes in the concept of rehabilitation is the active role of the patient and the personalisation of the process itself, with sessions increasingly tailored to the needs of the individual. The relationship between patient and professional is based on the principle of partner-ship. Compared to the previous medical model, modern rehabilitation is understood in a broader sense and encompasses a wide range of measures, such as medical, psychosocial, educational, etc. Recreation has been explored and analysed in the scientific literature from different perspectives: reviewing its historical development (McLean and Hurd 2015), highlighting theoretical aspects (Bel-hassen 2021; Zarotis and Tokarski 2020; Schmalz and Pury 2018; Stebbins 2018; Glover 2015) and presenting a contemporary understanding based on the results of research on practical activities (Hurd, et. al. 2021; Nagata et. al. 2020). The concept of recreation has also evolved and developed from the earlier emphasis on play as prepa-ration for adult life, to the development of the skills needed to succeed in society; from leisure activities to health promotion. In the Stone Age, recreation was carried out through games, which had a symbol-ic meaning, helping young people to prepare for adult life: boys learning to hunt, girls learning to do housework. The Renaissance saw the rise of ideas of freedom and the development of science, which 122 and living standards, making it possible to shorten working hours, extend leisure time and develop a er-R RN evAT range of recreational activities. Changing attitudes towards leisure have led to a variety of activities and ieIO part of learning. In the industrial age, technical and scientific progress increased labour productivity Pe INTE increasingly changed people’s lives and perceptions of life. Singing, dancing and drawing have become a change in value interests. Changes in public consciousness have led to changes in the perception of w N edA the meaning of recreation and in the variety of recreational content. Whereas in the past recreation was L S PrCIE seen only as a time to take a break from work or as a privilege of the rich, in modern times recreation has o ceN become a quality-of-life aspiration - an integral part of everyone’s life (McLean and Hurd Kraus 2015). edTIF ingIC C Figure 1. Changes in psychoemotional state during participation in recreational activities s Bo ON ok FER : E D EN U CE I CA T'S A TIONB AOU NT P D MEO ENPL TAE 2 L H02 EA4 LT–2 H025 (Source: Lisauskienė 2023) When analysing recreation from a theoretical perspective, researchers emphasize the importance of a psychologically relaxing environment, autonomy in activity selection, intrinsic motivation driven by enjoyment, physical and emotional release, and inner transformation. Stebbins (2017, 2018) found that enthusiasm for an activity is the biggest driver. If a person engages in an activity in a relaxed and fully enjoying way, investing their full attention - there is a high likelihood that a positive change in psycho-emotional state will occur (see Figure 1), and environmental support will only reinforce this. Lisauskienė’s research (2023) reveals that safety is important when engaging in activities, as only a safe environment can help you to physically “recharge”. A welcoming, friendly and supportive atmos-phere helps to ‘heal’, which leads to a reduction in internal tension and emotional discharge and re-laxation. Caring from others makes you feel not alone and engaged, and this brings about positive feelings such as happiness and joy, while sadness, anger or other depressing emotions become more perceived and more appropriately expressed. The trust of others gives confidence, which on the one hand helps to recover spiritually, and on the other to calm down and relax. The feeling of a pleasant environment allows a person to be more open, active and willing to receive information, which gives strength and energy. Recognition, for example by giving the opportunity to contribute to the organi-sation of an activity, fosters the awareness and responsibility that lead to personal development. 123 w N Recreation, in turn, has evolved from children’s games to prepare for adult life and has transformed ed A L S Pr into recreational activities that optimise education, social inclusion, health and quality of life. These CIE o aspirations are acute in both areas in question. ce N ed TIF Comparing research on rehabilitation and recreation, different priorities emerge. Rehabilitation fo-ing IC C cuses more on the application of methods and tools and the evaluation of their effectiveness. Recre-s Bo O N ation research, on the other hand, focuses more on the conceptualisation of this socio-cultural phe-ok FE R nomenon, its essence, meaning and place in society. The research reflects the different aims of the : E EN D er-R R narrow medical approach focused on the patient’s recovery and restoration of bodily functions to N ev AT a holistic model aiming at the individual’s optimum functional activity and integration into society. ie IO Pe IN evolved in line with the needs of society and scientific progress. Rehabilitation has evolved from a TE The results of the comparative analysis of rehabilitation and recreation show that the concepts have CA interventions, while recreation aims to enhance the well-being and socialisation of the individual T'S A TION U CE I disciplines: rehabilitation aims to directly improve the functional status of the individual through A BOU through activities that provide positive experiences. EN to emphasise that the synergy of these processes would create the preconditions for the continuity PL TA E 2 of a person’s functional activity, from the initial stages of rehabilitation to independent recreational L H 02 activity. Such a sequential transition from structured rehabilitation activities to targeted recreation- EA 4 al activities allows not only for the maintenance of the rehabilitation results achieved, but also for LT D T P M hypothetically, an under-realised potential for synergies between them. It is particularly important EO N These findings from the literature analysis suggest complementarities between the two areas and, H –202 the formation of long-term health-enhancing behavioural patterns. 5 3.2 Analysis of overlap between rehabilitation and recreation activities The rehabilitation process as an episode (in the case of injury or illness) is intertwined with the rec-reation process (which lasts a lifetime). The findings of the literature analysis highlight the overlap-ping of the activities of both processes. During rehabilitation, the person not only seeks to restore health or function, but often engages in activities that are also characteristic of recreation, such as nature walks, swimming, board games or creative activities. At the same time, recreational activities often have a therapeutic and rehabilitative effect: regular exposure to nature reduces stress, physical activity improves general well-being, and artistic activities help to relieve tension, relax and express emotions. This approach should avoid a strict distinction between ‘treatment’ and ‘enjoyment’: when rehabilitation becomes more enjoyable and more like recreation, it increases patients’ motivation and engagement in the process. On the other hand, when the end of the rehabilitation process naturally ‘returns’ to recreation, the person continues consciously on his/her path to recovery. Both rehabilitation and recreation aim to improve a person’s physical, psychological and social well-being, so planning for both should be based on common goals. Effective organisation of activ-ities requires a clear identification of objectives, which helps to ensure personalised and targeted impact. Before planning any intervention, it is necessary to answer some basic questions that are rel-evant both for the patient in the rehabilitation process and for the client in the recreational activity: 1. What is the outcome? Clearly defining the objectives allows you to set the direction of action and expectations. 2. How will success be measured? Objective and subjective evaluation criteria (e.g. improvement in functional abilities, subjective change in well-being) need to be defined in advance. 3. What signs will indicate progress? It is important to determine which specific indicators (visual, auditory or action) will indicate progress. 4. Which conditions are favourable and which are limiting? Individual needs, aspects of physical and psychological condition, and environmental factors can have a significant impact on the process. 5. What measures are necessary to achieve the goal? The effectiveness of both rehabilitation and recreation depends on the availability of appropriate methods, tools and resources. 6. What functional limitations exist? It is important to take into account individual mobility, cogni- tive or emotional factors that may affect participation. 7. What will happen when the goal is achieved and is it worth the effort? Assessing the long-term impact helps to ensure a sustainable outcome and motivation for future activities. 124 These issues form the basis for effective planning of both rehabilitation and recreation processes, Pe IN ensuring that they are purposeful and motivate participants. It is therefore necessary to deepen the TE er-RR synergies between these areas in order to optimise interventions, promote personal involvement N evAT and improve long-term outcomes. ieIO wN Rehabilitation is participation in personalised rehabilitation programmes, prescribed or tailored to edAL S Pr the patient’s health needs, under the guidance of a rehabilitation specialist. Recreation is the fulfil - oCIE ment of a person’s leisure needs, including participation in formal activities (e.g. membership of a ceN ed sports club, dance club or folklore ensemble) or in informal sporting, creative or artistic activities of TIF ingIC C the person’s own free, motivated choice. s BoON In both rehabilitation and recreation, physical, mental-cognitive, emotional and social activities okFER can be distinguished (see Table 1). However, it is important to emphasise that these areas overlap : EEN D through physical / sporting activities and creative / arts activities. These are like connecting links that UCE I CA promote the functioning of biosocial and psychosocial human functions. T'S A TIONB Figure 2: Synergy between rehabilitation and recreation AOU NT P D M HUMAN FUNCTIONAL ACTIVITYEO ENPL BIOSOCIAL FUNCTIONS AND PSYCHOSOCIAL FUNCTIONS TAE 2 L H REHABILITATION -RECREATION -02 EA4 Participating in personalised rehabilitation pro-Participation in formalised (e.g. sports club or dance club or LT–2 grammes, as appropriate to the patient’s health folklore ensemble) activities or informal sports, art or other H02 needs and as directed by the rehabilitation phy-creative activities, as appropriate to the individual’s leisure 5 sician needs and according to personal, free and motivated choice. Physical activities: includes active physical ac- Physical activities: includes active physical activity - exercise/ tivity - exercises or games in indoor or outdoor exercise, walking, swimming, running, skiing, other sports or spaces (gym, swimming pool, park, etc.) de- team games in indoor or outdoor spaces (gym, swimming pool, signed to improve body movement, sensation, park, forest, etc.) for general physical well-being and health. strength and balance. The activities are planned and carried out independently by The activities are planned and carried out by a the person or by joining activities organised by other persons physiotherapist, an occupational therapist, a phys- or professionals (sports coach, physiotherapist, dance teach- iotherapist and a dance-movement therapist. er, dance-movement therapist) ctivities Mental-cognitive activities: include sensomotor Mental-cognitive activities: includes a wide range of cognitive and cognitive activities such as reading, thinking activities such as excursions, attending performances, exhibi-ting A exercises (crosswords, charades, etc.), board and tions, concerts, art groups, artistic activities, mind games, chess computer games, or role-playing drama games or computer games, other board games, reading, creative writ- designed to restore or improve thinking, learning, ing, etc., aimed at building mental capacity. The activities are planned and carried out by a ysical / Spor memory, planning and decision-making skills. The activities are planned and carried out independently by the person or by joining activities organised by other persons neurologist, a speech and language therapist, a or professionals (cultural event organisers, artists or art ther- psychologist, an occupational therapist and art apists). therapists (art, drama, music, dance-movement). Emotional activities: ctivities & Ph includes emotion manage- Emotional activities: includes activities that generate positive ts A ment, behaviour management, learning about emotions - any active creative self-expression through handi- a personal growth group or psychotherapy or art e / Ar self-expression and self-esteem, either through crafts, art, music, theatre, dance, etc.; attending performances, exhibitions, concerts and other cultural events, as well as med- therapy, or individual counselling. itation, yoga, personal growth or art therapy classes to improve eativ Activities are planned and carried out by a psy-Cr self-expression, spiritual satisfaction and self-fulfilment. chologist/psychotherapist, art therapists (art, The activities are planned and carried out independently by the drama, music, dance-movement). person or by joining activities organised by other persons or pro- fessionals (psychologists, event leaders, artists or art therapists). Social Functioning activities: includes the abil- Social activities: include a wide range of sporting, creative and ar- ity to communicate successfully, to interact and tistic activities in pairs (dance, table tennis, etc.), participation in a cooperate, to choose social roles, and to take sports team (volleyball, basketball, relay races), participation in a responsibility. music ensemble, theatre company, art therapy group, etc., Activities are planned and carried out by a psy- singing, hiking activities, etc. chologist/psychotherapist, a physiotherapist, art Activities are planned and carried out independently by the per- therapists (art, drama, music, dance-movement). son, or by joining activities organised by other people or profes- sionals (tourism, sports professionals, artists or art therapists). ® Synergy between Rehabilitation and Recreation (Source: Aleksienė, Lisauskienė, Samsonienė 2024) 125 w N Dance-movement therapy, yoga, Pilates or even simple walks in nature not only strengthen the ed A L S Pr physical body, but also improve psychological well-being, reduce symptoms of depression and anx-CIE o iety. Physical activity in all its forms strengthens cognitive function, while sporting activities such as ce N ed basketball, volleyball, tennis or other team games encourage social activity and cooperation. TIF ing IC C Creative and playful activities - board or computer games, puzzles, brain teasers or other brain-train-s Bo O N ing games, as well as handicrafts - not only develop attention, memory, executive functions, creativ-ok FE R ity, but also give pleasure and fill leisure time with meaning. Arts activities include various forms of : E EN D er-R R health. Physical activities can range from more intense physical activity such as exercise, brisk walk-N ev AT ing, running, Nordic walking, cycling, swimming, skiing, etc., to more relaxing forms of movement. ie IO Pe IN activities, play an important role in the restoration, maintenance and enhancement of human TE In both areas, a wide range of physical and/or sporting activities, as well as creative and/or arts CA observer. Engaging in arts activities has an impact on the human condition and influences health T'S A TION U CE I activity, both as an active participant in the creation or performance of art, and as an experiencing N T P D M Physical activities and/or sporting activities and creative activities and/or arts activities overlap EO EN and complement each other in rehabilitation and recreation. For example, dance can be consid-PL TA E 2 ered as both an artistic and a sporting activity, while yoga encompasses both the physical and the L H A BO apy, drama therapy, dance-movement therapy) activities. U processes in many ways. This is professionally realised in arts therapy (visual art therapy, music ther- EA 02 psycho-emotional and spiritual aspects. Creative practices can be integrated into physical activity 4 programmes, such as the use of music in workouts or art therapy after exercise for relaxation. Thus, LT –2 H 02 it is as if the ‘rotation’ of these connecting activities implies a repetitive and never-ending process. 5 Both rehabilitation and recreation activities involve a large part of the same health promotion prac- tices, but their application differs. In rehabilitation, activities are more formalised - they are tailored to the special needs of the patient and integrated into the treatment process. In contrast, recrea-tional activities are voluntary, chosen on an individual’s own initiative to improve well-being or maintain health. It should be noted that the impact of the environment is important, especially the safety aspect, where people feel accepted, respected and free to act and interact. The creation of such an envi-ronment fosters community, ensures that biological and emotional needs are met, and provides opportunities to build the relationships that are important for a person’s health and well-being. These overlapping activities are thus like links in the rehabilitation and recreation processes, as all these activities, within their “framework”, contribute to the holistic improvement and restoration of human health, and ensure a continuity of activities that go beyond the rehabilitation or recreation phases, but continue throughout a person’s life. 4 DISCUSSION A person’s health is one of life’s essential elements. Any physical or psychological impairment limits a person’s performance and quality of life. The results of our research and that of other researchers suggest that a synergy between rehabilitation and recreation is essential to achieve comprehensive personal health and well-being. A study by Sonesson (2017) shows that patients’ motivation to continue after rehabilitation depends on the level of activity achieved (patients who have achieved their previous level of physical activity are more motivated compared to those who have not). Lisauskienė, Aleksienė’s research (2023) revealed the process of psycho-emotional state change during participation in non-formal educa-tion through recreational activities. The outcome of recreation has a direct link to the rehabilitation process - when a patient experiences a positive change in physical, cognitive or emotional health, he/she wants to continue the activity. A direct link to intrinsic motivation is a necessary aspect of engagement and participation in recreational activities. The overlap between rehabilitation and recreational activities, as revealed in the literature review, highlights the natural transition between the two processes When recreational activities are used in the rehabilitation process, the patient acquires skills and experiences that can be directly trans-ferred to their daily life after rehabilitation, thus ensuring continuity of activities and enhancing the 126 individual and the health care. However, the effective implementation of this synergy requires edu w N - edAL S cational information and a clear structure to coordinate the transition process from rehabilitation to PrCIE o independent recreational activity. Therefore, to ensure a smooth transition from rehabilitation to in- ceN ed dependent recreational activity, a specialist is needed to not only help patients overcome potential TIF ingIC C motivational barriers but also to mediate the continuity of health promotion. Such a professional s BoO could act as an intermediate link between medical staff, physical rehabilitation professionals and N okFE recreational activity organisers, ensuring the patient’s long-term participation in active life. R : EEN Another important aspect is that the various creative activities, and especially art therapy, are a kind The complementarity between the two fields of rehabilitation and recreation is not only a theoreti er-R R -N evAT cal but also a practical phenomenon, the synergy of which could ensure the continuity between the ieIO community sports activities. Pe INTE results achieved. For example, group physical activities can develop into regular participation in U CE I D of link between rehabilitation and recreation. Art therapy is not limited to a rehabilitative or recrea- CA T'S A TION tional context, but creates an interdisciplinary space in which physical, mental-cognitive, emotional B and social health is enhanced in a holistic way, with lasting benefits for a person’s quality of life. This AOU NT P D is also noted by Daunytė et al. (2023) in their article, which highlights the health benefits of arts ac - MEO tivities. Taking these aspects into account, we assume that art therapy can be considered not only as ENPL an auxiliary activity, but also as an essential link between medical treatment and the maintenance TAE 2 L H of self- well-being, enhancing both therapeutic and preventive health promotion processes.02 EA4 LT–2 H02 5 CONCLUSION5 The synergy between rehabilitation and recreation through overlapping activities ensures continu-ity and underpins the need for a holistic approach to personal health. Overlapping activities - phys-ical and/or sporting and creative and/or arts - reflect the repetitiveness and incompleteness of the process. It is like a circle whose smooth functioning must be continuously maintained. The health system does not sufficiently ensure synergies between rehabilitation and recreation. After primary rehabilitation, patients face interruptions in activities due to insufficient integration into the overall health care system. In order to improve continuity, interdisciplinary cooperation is needed to ensure a coherent health promotion process from prescribed rehabilitation treatment to freely chosen long-term recreation. 127 Pe REFERENCES IN TE er 1. Belhassen, Yaniv. 2021. Work, leisure and the social order: Insights from the pandemic. Annals of -R R N ev AT Leisure Research, 1–7. ie IO w 2. Booth, Andrew, Martyn-St James, Mark Clowes, and Anthea Sutton. 2021. Systematic approaches N ed A L S to a successful literature review: 1-100. Pr CIE o 3. Cambridge Dictionary 2025. Recreation. Available at: https://dictionary.cambridge.org/dictiona-ce N ed ry/english/recreation (January 20, 2025). TIF ing IC C 4. Daunytė, Kotryna Ugnė, Vilmantė Aleksienė, and Laimutė Samsonienė. 2023. Assessment of im- ok FE Health sciences. Vilnius R : E s Bo O provisation profiles of people with multiple sclerosis using group music therapy. Case analysis. N TION T'S A goals in rehabilitation: rationale and practical tool. 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Theoretical and Sociological Aspects of Leisure Time. Saudi Journal of Business and Management Studies 5(7): 380-387. 128 AUTHOR BIOGRAPHIES Pe INTE Vilmant ė Aleksien ė is a Doctor of Social Science (Education), assoc. prof. at the Lithuanian Academy er -RRN of Music and Theatre. Her work focuses specifically on: arts therapies, music therapy, social work, evAT ieIO recreation, psychosocial rehabilitation. wN edA Dovil ė Lisauskien ė is a Doctor of Social Science (Education), lecturer at Vilnius Gediminas Technical L S PrCIE University. Her work focuses specifically on: recreation, social work, communication. o ceN ed Laimut ė Samsonien ė is a Doctor of Biomedical Sciences, associate professor at Vilnius University TIF ingIC C Faculty of Medicine, Institute of Health Sciences. Her work focuses specifically on the rehabilitation, s BoO functional activities of people with disabilities.N okFER : EEN D UCE I CAT'S A TIONB AOU NT P D MEO ENPL TAE 2 L H02 EA4 LT–2 H025 129 w N edA 1 AI AND HUMAN RESILIENCE L S Pr o CIE ce N ed TIF Maria Lai-Ling Lam, Professor, PhD ing IC C LCC International University, Lithuania s Bo O N FE ok R : E EN D er-R RN evAT ieIO Pe IN Published scientific conference contribution TE 1.08 Objavljeni znanstveni prispevek na konferenci U ABSTRACT CE I CA T'S A This paper frames artificial intelligence (AI)-induced poverty as a critical form of adversity, ex-TION B amining its root causes, and developing resilient strategies to mitigate its impact and foster re- A O U N covery. By emphasizing resilience as a shared responsibility, the study advances a more inclusive T P D M approach for navigating poverty posed by AI. Employing a qualitative research design grounded EO EN in an extensive literature review and decades of personal experience in AI technology, this pa-PL TA E 2 per investigates two core questions: 1) How does AI exacerbate poverty in developing countries, L H 02 particularly in contexts characterized by weak governance and limited institutional capacity? EA 4 LT –2 2) What strategies must be adopted to strengthen human resilience to AI-induced adversity in H 02 the domain of poverty? The findings highlight the mechanisms through which AI amplifies ex-5 isting structural disadvantages and propose multi-level resilience-building strategies involving individuals, organizations, national systems, regional alliances, and international cooperation. Ultimately, the paper aims to guide policymakers, technologists, communities, and other stake-holders in steering AI innovation toward inclusive growth and shared prosperity. Keywords: Artificial Intelligence (AI), Poverty, Resilience, Inclusive Growth, Developing Coun-tries, Governance, Institutional Capacity, Post-colonial theory, Decolonial theory. 1 This article is dedicated to my late mother, whose life was a profound testament to human resilience. The author extends heartfelt gratitude to Dr. Sam Lam, Dr. Shirley Roels, Dr. Rodney Jones, Dr. Cally Guerin, Alice Lam, Lewis Lam, Simon Lam, Carman Leung, Cordelia Ho, Avital Agafonova, Joshua Polanski, and anonymous reviewers whose invaluable support made this chapter possible. 130 1 INTRODUCTION Pe INTE The question of whether artificial intelligence (AI) can enhance the resilience of individuals, commu - er -RRN nities, and infrastructure is increasingly pertinent in contemporary discourse. Resilience can be un- evAT ieIO derstood both as a process and an outcome (Fletcher & Sarkar 2013; Kolar 2011). Van Breda (2018) wN edA defines resilience as “the multilevel process that systems engage in to obtain better-than-expected L S Pr outcomes in the face or wake of adversity.” This definition highlights that resilience operates across oCIE ceN multiple levels of the person-in-environment and is active both during adversity and throughout edTIF recovery. Resilience is not an individual burden but a shared responsibility among individuals, fam- ingIC C ilies, and formal social systems (Kolar 2011). However, the rise of AI may not deliver its promises s BoON for driving economic development and increasing human resilience. Numerous studies have shown okFER that developing countries with weak governance experience rising poverty with the increased de- : EEN D ployment of AI (Alonso et al. 2020; Cerutti et al. 2025; Lam 2024a; Saba 2025). Miserably, AI will UCE I CA induce more adversity in the domain of poverty. Many developing countries are advised to build es-T'S A TION sential institutional capacity to increase their resilience and reduce their overdependence on domi-B AO nant global powers as they enthusiastically invest in AI applications for economic prosperity (AIFOD U NT P D Forum 2025). Stakeholders must develop deeper understandings of how AI functions within their MEO local contexts, especially where it intensifies income disparities, and commit to fostering resilience ENPL TAE 2 at individual, organizational, national, regional, and international levels. This will help more peo- L H02 ple adapt and thrive, while also ensuring that the benefits of AI-driven productivity and innovation EA4 are equitably distributed. LT–2 H02 This study is guided by two central research questions that address the intersection of artificial intel -5 ligence (AI), poverty, and resilience: 1. How does AI exacerbate poverty in developing countries, particularly in contexts characterized by weak governance and limited institutional capacity? 2. What strategies must be adopted to strengthen human resilience to AI-induced adversity in the domain of poverty? The first question seeks to understand how AI technologies may deepen existing socioeconomic inequalities, marginalize vulnerable populations, and reinforce structural dependencies within the global economic system. The task of the second question is to identify multi-level interventions— spanning individual, organizational, national, regional, and international policy domains—that can mitigate the adverse effects of AI and promote inclusive growth and shared prosperity. This article is structured into four sections. The first section is the methodology. The second section is a literature review of resilience, poverty, AI, the economic theory of poverty, data colonialism, and data capitalism. The third section collects findings about how AI exacerbates poverty and strategies to strengthen human resilience to AI-induced adversity in the domain of poverty. The fourth section is the discussion. The fifth section is the conclusion and further research. 2 METHODOLOGY In this article, I adopt a qualitative approach informed by an extensive literature review and personal reflections collected over three decades of using AI in education and health care across the United States, Europe, and Asia. My prior empirical research—spanning from studies on cor-porate social responsibility of foreign companies in China to diversity, equity, and inclusion practices in universities and hospitals in the U.S.—provides a social-political-economic founda-tion for analyzing AI technology and recommending strategies to promote shared prosperity (Lam, 2011, 2024b, 2024c; Eshelman et al., 2012). As poverty is chosen as the main domain of adversity, I use economic theories of poverty (Blank, 2003; Jung & Smith, 2007) and data colo-nialism (Couldry & Mejias, 2019) to understand how AI creates more structural inequalities and worsens labor income and living environment. I also adopt strategies from post-colonial theory (Mohamed et al., 2020) to deal with AI-induced adversity and improve governance capacity for nations with weak governance. 131 Pe 3 LITERATURE REVIEW IN TE er-R R This section reviews the relevant literature on the definitions and conceptualizations of resilience, N ev AT poverty, artificial intelligence (AI), the AI–governance–poverty nexus, and post-colonial perspectives ie IO w on resilient strategies. Resilience is framed as a shared responsibility across individuals, families, and N ed A L S social systems, while poverty is understood as a condition of deprived well-being. The literature sug- Pr gests that AI-induced adversity in the domain of poverty is likely to be exacerbated in nations with o CIE ce N weak governance structures. Drawing from post-colonial theory, the section advocates for participa-ed TIF tory governance models that incorporate knowledge systems from historically marginalized commu-ing IC C nities as a foundation for developing context-sensitive and inclusive resilience strategies. s Bo O N FE ok R 3.1 Defining resilience : E EN D U CE I There are various definitions of resilience. Resilience has been used to describe positive develop-CA T'S A ment under stress. However, the concept of resilience is highly subjective and incorporates many TION B A O assumptions of social conditions and personal responsibility to uncontrollable or controllable U N T P events. What constitutes positive adaptations is rather subjective (Kolar, 2011). The outcome-based D M EO approach of resilience is characterized by particular patterns of functional behavior while the pro-EN PL cess-approach of resilience is characterized by a dynamic process of adaptation to a risk setting. TA E 2 L H The process-based understanding of resilience “facilitates the evaluation of resilience as a shared 02 EA 4 responsibility between individuals, their families, and the formal social system rather than an in-LT –2 H dividual burden” (Kolar, 2011). Resilience should be regarded as an outcome and a process that 02 5 addresses many contextual-specific factors (Fletcher & Sarkar, 2013; Van Breda, 2018, 2001). 3.2 Defining poverty Poverty is a dynamic and multifaceted phenomenon that interplays with historical structural barri-ers, individual agency, and technological advancements. It can be quantified in terms of monetary factors, such as income and expenditure, or non-monetary factors such as deficiencies in opportu-nities, education, health, and other factors. Theories of poverty include the theories of individual deficiencies, cultural beliefs, economic, political and social distortions, geographical disparities, and cumulative and cyclical dependencies (Addae-Korankye, 2019). The treatment of poverty can be af-fected by its definitions in a particular socioeconomic environment and the theory chosen (Davis & Sanchez-Martinez, 2014). In this chapter, I use the World Bank’s definition of poverty quoted by Da-vis and Sanchez-Martinez (2014) as it is more adaptable to various country conditions and includes the multidimensional of poverty that considers “dignity” and the importance of individual and po-litical freedom. Poverty is defined as pronounced deprivation in well-being, comprising many dimensions. It includes low incomes and the inability to acquire the basic goods and services necessary for survival with dignity. Pov- erty also low levels of health and education, poor access to clean water and sanitation, inade- quate physical security, lack of (political) voice, and insufficient opportunity to better one’s life. The author also adopts economic theories of poverty by Blank (2003) and Jung and Smith (2007). They both urge economists and policymakers to understand the following factors causing pover-ty: economic underdevelopment, lack of human capital development, dysfunctional market/con-tradictions in capitalism, structural social and political causes, characteristics of the poor, and the incentive effect of welfare programs/welfare dependence or poverty traps. In this book chapter, I focus on the first four perspectives causing poverty: underdeveloped economies, lack of skills and education, capitalism or market dysfunction, and social and political forces. 3.3 AI-governance-poverty nexus Artificial Intelligence (AI) encompasses technologies that enable machines to sense, interpret, act, and learn to imitate human cognitive abilities (Manning, 2020). This technology has been widely adopted in our daily lives and anticipated as a promising tool to ameliorate existing economic poverty (Mhlanga, 2021; Raghavendra et al., 2023). However, without good AI governance and regulation, AI will exacerbate historical income inequality and poverty (Arnold, 2024; Cazzaniga et al., 2024; Euro-pean Union, 2024; Gratton, 2024; IBM, 2023; Maslej et al., 2024; UNESCO, 2023; WHO, 2023). 132 larly through labor market disruptions and inequitable resource allocation. His empirical analysis er-R RN evAT of BRIC-plus countries between 2012 and 2023 reveals that while AI adoption can increase pover- ieIO (2025), AI can exacerbate poverty in the short run when governance frameworks are weak, particu- Pe INTE The intersection of poor governance and poverty poses significant AI risks. As highlighted by Saba ty, robust governance mechanisms mitigate these effects by enhancing resource distribution and w N edA managing systemic risks. Nations with strong economic governance, a definition that entails public L S PrCIE financial management and regulatory institutions, are better positioned to leverage AI for poverty o ceN alleviation as they can effectively redistribute the AI-driven growth to vulnerable people. In con - edTIF trast, the presence of weak institutions, political instability, or ineffective public sector management ingIC C must invest not just in AI capacity, but in the rule of law, anti-corruption enforcement, and regulatory EN D UCE I competence.” In this research about AI-governance-poverty research in developing countries, Saba CA (2025) concluded, “AI increases poverty in the short-run, while governance reduces poverty by improv-T'S A TION ing resource allocation and mitigating AI’s impacts…In the long-run, AI modestly worsens poverty, while ernance erode the development of human capital and worsen poverty. Saba said, “Governments ok FER : E is correlated with rising poverty alongside increased AI deployment. Thus, countries with weak gov- s Bo ON governance alleviates poverty by promoting growth and redistributing AI-driven gains.” A BOU NT P D MEO EN 3.4 Post-colonial theory and resilient strategiesPL TAE 2 L H Post-colonial theory offers a critical lens through which to interrogate the structural and epistemic 02 EA4 dimensions of resilience and poverty. Couldry and Mejias’s (2019 idea of data colonialism and data LT–2 H capitalism elaborates ongoing data tracking offers unprecedented new opportunities for social dis -025 crimination and poverty. People affected by the most harmful forms of data surveillance and ex - traction are invisible to those in control of the technological power and their living conditions will worsen (Crawford 2021). The continuous appropriation of people’s data as corporate resources is treated as normal, without any conscious about harm to human development. The potential harms of AI, including the exacerbation of poverty among people, are obscured when contemporary com-puting methods are portrayed as value-neutral. AI is constrained by its epistemological boundaries, serving the interests and values of powerful groups of people at the expense of many lives. The required massive material conditions, unknown mass environmental resources, and cheap labor to support the development of AI often go unrecognized (Crawford 2021). As Mohamed et al. (2020) argue, AI systems replicate colonial power structures; they also advocate for a decolonial AI frame-work that privileges participatory governance and draws knowledge from historically marginalized communities. Extending this critique, Mesa-Vélez (2025) proposes a feminist-decolonial model of governance—that resists colonial hierarchies of knowledge and extractive data practices by fore-grounding relational ethics. A more just and inclusive digital environment must be cultivated to deal with AI-induced adversities and recover from these adversities. In summary, participatory governance emerges as a foundational principle for building resilient strategies that are contextually grounded and socially inclusive. Another resilient strategy involves critically examining how AI is developed and deployed to serve the interests of dominant and often neo-colonial power structures. This approach rejects the notion of AI as a value-neutral technolo-gy and instead exposes its embedded biases, colonial logics, and potential to perpetuate systemic inequities. By foregrounding the voices and knowledge of historically marginalized communities, post-colonial resilience frameworks advocate for bottom-up, culturally responsive solutions that resist technological determinism and promote justice-oriented innovations. 4 FINDINGS The following findings answer the two research questions as follows: 4.1 How does AI exacerbate poverty in developing countries, particularly in contexts character-ized by weak governance and limited institutional capacity? Countries plagued by weak governance are particularly vulnerable to the hazards of unchecked AI investment. Although they may continue to attract foreign AI technologies and capital inflows, they lack corresponding advancements in regulatory oversight or institutional capacity to monitor 133 er-R R Economic Forum, 2025a, 2025b). Consequently, these nations are relegated to be passive consum-N ev AT ers of AI technologies and become strategic arbitrage targets for dominant multinational investors ie IO Pe IN dominant technology firms not only for AI deployment but also for their system oversight (World TE or regulate foreign investors (AIFOD Forum, 2025). Sometimes, they even rely heavily on external w N operating within a weak global AI governance system (Transparency International, 2025; OECD, ed A L S Pr 2024a). Such asymmetrical power between developing countries and dominant multinational in-CIE o vestors exacerbates corruption risks because AI-automated decision-making mechanisms can easily ce N ed diffuse accountability and opaque algorithms can conceal discriminatory or fraudulent practices. TIF ing IC C Furthermore, the lack of algorithmic transparency and limited auditing capabilities critically weak- D EN quired to interrogate the design and data pipelines of outsourced digital infrastructures. Conse-U CE I quently, these systems generate outputs that reinforce punitive measures against marginalized CA T'S A TION groups, entrenching cycles of disadvantage and undermining the distributive capacities of public B A ok FER As Srivastava (2023) observes, public institutions often lack the technical and ethical literacy re-: E s Bo O ens the ability of these countries to effectively monitor AI systems (OECD, 2024a; Köbis et al., 2022). N N O services. Resou-constrained nations frequently neglect investments in indigenous human capital U T P D and the development of transparent, accountable algorithmic systems. This underinvestment stems M EO not only from financial limitations but also from a lack of epistemic agency within global technology EN PL TA E 2 ecosystems. These governments seldom undertake critical evaluations of algorithmic constraints or L H engage in the culturally responsive design of AI systems tailored to local socio-political contexts. 02 EA 4 Consequently, they become increasingly dependent on opaque, externally produced technologies LT –2 H 02 whose embedded biases remain inscrutable. This dependency further entangles these societies in 5 structural poverty as algorithmic governance reinforces exclusionary practices and undermines lo- cally grounded knowledge frameworks. Thus, adopting AI without institutional capacity develop-ment risks entrenching economic underdevelopment, eroding human capital, deepening market dysfunction, and accelerating data colonization. 4.1.1 Entrenching economic underdevelopment AI also has great potential for massive disruptions such as increased unemployment, out-of-con-trol automation processes, and more. AI will exacerbate inequality and poverty around the globe (Aghion et al., 2021; Cazzaniga et al., 2024; Korinek et al., 2021). Inequalities and poverty created and facilitated by AI within developing countries will be greater than those in developed countries. Wealthier companies and the wealthy countries where these countries are based will benefit from the inequality in these less wealthy countries (Klinova, 2024). Developing countries often lack the institutional capacities to counteract the harmful side effects or fully harness the benefits of AI (Ca-zzaniga et al., 2024). The gain of capital is much higher than the gain of labor wages given by AI as an intensive capital investment (Acemoglu, 2023; Acemoglu & Johnson, 2023, 2024; Acemoglu & Restrepo, 2022). Most of the benefits of growth will favor those at the top, resulting in wider income inequality in most countries. Many AI labor-saving devices, developed by a few AI “super-star companies,” will result in lower actual GDPs of emerging and low-income countries (Korinek et al., 2021). AI is predicted to have an unequal and negative disruptive effect on people in different geographical and industry areas (Cazzaniga et al., 2024; Crawford, 2021; Goldman Sachs, 2024a, 2024b; McKinsey & Co., 2023). Emerging and low-income countries cannot rely on their labor-inten-sive industries. They also attract less foreign investment for market development. Their actual GDP is predicted to lower as more developed countries will export labor-saving devices to emerging and low-income countries at much lower prices and lower marginal costs. 4.1.2 Eroding human capital The excessive automation caused by current AI development destroys many laborers’ lives and re-duces the chances of shared prosperity among poor people (Klinova, 2024). Acemoglu and Restrepo (2022) remind us that automation created by AI fails to create compensatory labor demand in the economy and results in poor labor returns. Workplace monitoring technologies only speed up and intensify the creation of excessively punitive environments and the shifting of risks from employers to employees (KIinova, 2024). AI has eroded human capital. The productivity of some people may increase, but they are not fairly compensated when the price of their output is driven lower. More 134 ly simulate to the quality standards and efficiency as high-skilled professionals (Dell’Acqua et al., w N edAL S 2023). However, the increasing return of capital with similar or reduced labor will limit their ability PrCIE o to earn a higher income. The illusion of mastery among low-skilled professionals may also prevail. ceN ed They may rely on AI and not adequately understand relevant functions or be equipped with the TIF ingIC C relevant knowledge when the AI tool is taken away or does not perform as expected (Felten et al., s BoO 2023). They will also lose opportunities to learn how to judge and become mature in their learning. N okFE They become consumers of mass information and also lose the opportunities to learn now auto-R : EEN mated tasks. When some tasks are delegated to AI, workers may lose their ability to understand the aging experienced professionals are to be replaced. er-R RN evAT AI may increase the productivity of low-skilled professionals, in certain fields, as they can quick - ieIO to hire cheaper and low-skilled professionals to do the tasks, while comparatively expensive and Pe INTE so-called AI + human operations will still require some human presence but will allow companies U CE I D holistic aspect of the tasks and reduce their productivity. Thus, automation of a subset of tasks may CA T'S A reduce productivity in the remaining tasks. This is called the losing economics of scope (Acemoglu, TIONB 2024). When the economics of scope is important, human beings cannot acquire knowledge from AOU N performing certain automated tasks and thus transfer their knowledge to another task to increase T P D M productivity. AI may add additional costs when the economics of scope are important for produc-EO ENPL tivity. The prominent philosopher, Achille Mbembe (Bangstad & Nilsen, 2019) reminds us that the TAE 2 L H thinking capacity of human beings is limited and constrained by the epistemology shaped by AI. He 02 EA4 states, “there is a mass need to recover the ability to think. For me, knowledge is on the verge of being LT–2 H reduced to a mere metaphor. As a result, we are witnessing a significant impoverishment of thought al-025 most everywhere.” Thus, excessive dependence on AI could discourage people from seeking knowl- edge and hinder the development of human skills that AI cannot define or replicate. This decline in intellectual engagement may ultimately weaken the development of human capital. 4.1.3 Deepening market dysfunction There is a significant power imbalance between the select few technology companies that control the world AI market and emerging economies and low-income countries. The few AI companies are located in a few powerful countries but serve the entire world economy. These “superstar” compa-nies that are disproportionately located in high-income countries do not bear the cost of employ-ee displacement and welfare outside of their own borders. Their countries’ tax systems incentivize capital gain much more than labor gain (Klinova, 2024). Their current legal structure, the scarcity of labor, and norms of being faster than competitors also encourage them to focus on excess automa-tion AI and to market these labor-saving devices to other countries without bearing responsibility for the labor and other countries’ economic development. They refine their AI models using data collected from emerging economies and low-income countries without compensation and provide advertisements or information to these regions at a near zero marginal cost. These isolated handful of companies monopolize the international market and create high entry barriers for other firms, especially those in emerging economies and low-income groups. AI devices from these powerful companies will be easily and cheaply rolled out to developing countries and replace many unskilled workers in developing countries. These AI labor-saving devices will reduce investment in develop-ing countries and result in lowering their GDP (Alonso et al., 2020). These few “superstar compa-nies” enjoy winner-takes-all benefits, undermine the bargaining power of traditional labor, and do not pay meaningful or fair price for increasing the social and political turmoil in countries with high populations of many unskilled workers and low AI readiness (Korinek et al., 2021). In low-resource settings, where states delegate core welfare and security functions to algorithmic systems—frequently managed by transnational entities such as Google and Amazon—poverty be-comes algorithmically reproduced through processes of surveillance and misclassification. When a small group of private technology companies controls the AI foundation models, existing power structures are likely to be reinforced and labor conditions are likely to worsen (Crawford, 2021; Lew-chuk, 2017). Foundation models are trained on broad datasets that contain not only statistical/com-putational biases but also human and system biases. They may perpetuate human and system biases that deepen existing poverty (Bommasani et al., 2023; Maslej et al., 2023; Sendak et al., 2020). Of-ten, the data for training focuses on statistical/computational biases while ignoring historical human 135 er-R R plex layers of these algorithms are not explainable and transparent to all users (Jin et al., 2024). The N ev AT decision-makers are not held responsible for what they cannot understand. For example, the defects ie IO Pe IN white people in developed countries and the data is naturally embedded in their values. The com-TE and systemic biases. For example, foundation models are frequently trained on data obtained from w N of the foundation model are inherited by application models in the healthcare system, which leaves ed A L S Pr users unable to understand how the AI system functions or fails. The foundation model can exacerbate CIE o social inequalities (Bommasani et al., 2024; Rajesh et al., 2023; Sendak et al., 2020). ce N ed TIF ing IC C 4.1.4 Accelerating data colonization s Bo ON The current data extraction and accumulation of data as capital only leads people to abstract from ok FE R the material conditions of these AI devices while extracting data and resources from those least able : E EN D to resist (Crawford, 2021). Potential harms of AI include privacy violations, unfair competition, and U CE I CA behavior manipulation (Acemoglu, 2024). Companies with more data than competitors often vio-T'S A TION late customers’ privacy by processing and using their data for their own advantage, and also exploit B A O biases and vulnerabilities that consumers do not recognize. The market will be further distorted for U N T P D the interests of those AI higher achievers. When AI issues are treated as primarily technical issues M EO solved by experts, we may ignore how AI worsens poor people’s economic activities. When corpo-EN PL TA E 2 rate leaders are anxious to seek opportunities afforded to them by AI and to get ahead of their com-L H 02 petition, they have shown a willingness to take higher risks to speed up and scale their deployment EA 4 of AI that may end up harming human beings and society in the long run (Murray, 2024). Given the LT –2 H 02 commercial ambitions about investment in AI and the AI national race, the public may defer ethically 5 and politically contentious AI issues to technocratic and government elites. The pending AI national race will rationalize and weaponize national surveillance on people’s daily lives. Poor people’s lives will be dominated and exploited more by providing data for national security. 4.2 What strategies must be adopted to strengthen human resilience to AI-induced adversity in the domain of poverty? Multi-level resilience-building strategies involving individuals, organizations, national systems, re-gional alliances, and international cooperation are proposed. These include developing human cap-ital, broadening representation in the development and implementation of government policies, building local communities and organizing an AI governance system, and increasing participation capacity in global AI governance. 4.2.1 Developing human capital Individuals must develop critical digital literacy and develop critical awareness of how AI technolo-gies construct and influence self-identity, social relations, and shared cultural narratives. Individuals must be equipped not only to interrogate the algorithms that increasingly govern everyday life, but also to actively participate in identifying and reporting their misuse, and in developing their own AI solutions. Cultivating reflective, community-based critique is essential for transforming public con-sciousness, especially in nations with fragile governance, where grassroots epistemic engagement can drive bottom-up reform and shift societal mindsets. We need to think deeply about how we can have a broader engagement of people in the devel-opment and deployment of AI in different sectors so that AI will not “amplify and reproduce the forms of power it has been deployed to optimize” (Crawford, 2021, p. 224). We need to demand investment from AI companies in the development of safe AI first and to more thoroughly research human interfaces in AI design. Tasioulas (2022) concluded that “our focus must be properly integrat-ing AI technology into a culture that respects and advances the dignity and well-being of humans, and the nonhuman animals with whom we share the world, rather than on the highly speculative endeavor of integrating the dignity of intelligent machines into our existing ethical framework” (p. 240). We need to resist the current development of AI and imagine a better ecosystem that can advance the dignity and well-being of humans and non-human animals on this planet. AI co-evolves with society and changes our expectations about the functions of AI and the mean-ings of intelligence provided by AI. As AI becomes associated with prolonged processes of social 136 be changed for more people to economically and socially flourish. Without productive questioning, er-R RN evAT we cannot easily adapt to the changes and expect a better return without paying attention to the ieIO power, and the dynamics of social injustices created by AI generate more dialogue on what needs to Pe INTE and technological co-evolution, we can collectively question how economic and political structures, direction of the technology. Sheikh et al. (2023b), “The development of system technologies is often w N edA unpredictable, and their effects cannot be fully anticipated…The generic nature of such technologies im-L S PrCIE plies that they have the potential to affect all public values” (p. 100). It is essential to provide a better o ceN environment for the development and deployment of AI for public benefit and to develop a collec - edTIF tive vision of better ecosystems for human flourishing. ingIC C Government policies should reduce structural inequalities and provide insurance or social networks EN D UCE I for those who are displaced or reskilled by the AI changes. Policy-makers and regulators are rec- CAT'S A ommended to introduce all technical, social, economic, and scientific dimensions of AI systems in TIONB society (Bommansani et al., 2023) through the following five key tasks: clarify what AI is and focus 4.2.2 Broadening representation in the development and implementation of government policies s Bo ON ok FER : E on actual risks and opportunities (i.e., demystification); create a functional ecosystem to make AI A OU NT P D MEO work (i.e., contextualization); involve diverse stakeholders from civil society to address relevant ENPL values and interests affected by the use of AI technology (i.e., engagement); develop a directive TAE 2 L H framework (i.e., regulation); and engage wisely with other global actors (i.e., societies) (Sheikh 02 EA4 et al., 2023). These five tasks steer the process of co-development between technology and soci - LT–2 H ety. The progress of AI and the shared benefits of AI are most likely to be maximized in democratic 025 societies that allow many stakeholders to contribute and control the direction of AI’s development, even though the wealthy “super-star companies” are mainly centered in these countries (Acemoglu & Johnson, 2023). Thus, human beings need to be conscious of the dynamics between AI and the social, economic, political, and historical context supporting and enabling AI. 4.2.3 Building local communities and organizing an AI governance system In countries with limited governance capacity, cultivating community ethical and participatory AI oversight can serve as a strategic pathway toward strengthening democratic accountability and in-stitutional legitimacy. By equipping stakeholders with the knowledge, tools, and organizational structures—such as ethics committees, open-source audit platforms, and inclusive data governance policies—these societies can gradually establish frameworks for transparency and civic engage-ment, even in the absence of robust regulatory enforcement. Stakeholders will often demand that individual developers integrate ethical and legal issues much earlier in their design stage, and for organization users to implement quality assurance and data governance policies. The collective scrutiny by local communities, particularly when focused on public sector algorithms, enables a bottom-up approach to reform where citizens actively shape norms of algorithmic accountability and demand more responsive, accountable, and transparent technologies. In this way, building the societal capacity to interrogate and influence AI systems becomes a catalyst for broader governance reform and empowers people to challenge opaque systems and assert their place in shaping equi-table digital futures. 4.2.4 Increasing participation capacity in global AI governance Effective participation in global AI governance demands that countries with limited technological infrastructure invest in foundational systems. These systems include reliable internet connectivity, stable electricity, and comprehensive digital literacy initiatives. Equally vital is the cultivation of do-mestic expertise in AI ethics, regulation, and policymaking. These efforts must be complemented by international cooperation and strategic resource-sharing to accelerate digital capacity building, craft inclusive AI strategies, and actively engage in global multilateral dialogues (OECD, 2019; Unit-ed Nations, 2024; World Economic Forum, 2025a, 2025b). By leveraging existing global ethical AI frameworks like those developed by the OECD and the United Nations, and by expanding regional and international collaboration, countries can move from peripheral observers to influential con-tributors. Shared investment in resources, skills, and knowledge exchange is essential to shaping a globally inclusive AI ecosystem rooted in fairness, cultural relevance, and co-governance. To ensure 137 er-R R mation (Geiger & Iaia, 2024; Lee, 2024). As Png (2024) highlights, actors from the Global South must N ev AT be empowered to challenge exclusionary governance structures, contribute contextually relevant ie IO Pe IN cial protection policies should be prioritized to support individuals displaced or reskilled by auto-TE equitable outcomes from AI-driven transformations, inclusive development forums and robust so- w N alternatives, and critically interpret AI harms through locally embedded knowledge systems. ed A L S Pr CIE o ce N 5 DISCUSSION ed TIF ing IC C The findings underscore how AI technologies can exacerbate structural disadvantages in develop- ok FE rapid AI adoption—often without investing in institutional capacity—they undermine their ability to R : E s Bo O ing nations with fragile governance systems. When these countries prioritize short-term gains from N TION T'S A their local political elites may exploit regulatory gaps to extract disproportionate profits. Poor gov- B ernance and poverty often exist in a self-reinforcing cycle. In the absence of robust governance, AI A O U N T P risks deepening market dysfunction, entrenching economic underdevelopment, accelerating data D U CE I tensified poverty. This vulnerability creates fertile ground for corruption, as some AI companies and CA D EN build resilient mechanisms to manage technological disruptions and mitigate AI-induced and in- M colonization, and further eroding human capital. EO EN PL TA E 2 As Acemoglu and Johnson (2023) argue, democratic environments with pluralistic participation and L H institutional checks guiding the trajectory of technological innovation provide the most fertile ground 02 EA 4 for realizing AI’s public value. In such contexts, the integration of diverse perspectives fosters more LT –2 H 02 equitable and accountable technological outcomes. To ensure that AI serves as a tool for enhancing 5 societal resilience rather than reinforcing systemic vulnerabilities, human actors must remain critically attuned to the socio-economic, political, and historical forces that shape its design, deployment, and impact. This requires more than technical proficiency; it demands the cultivation of critical digital lit-eracy, a foundational component of human capital development. By equipping individuals with the ability to interrogate the power structures embedded in AI systems, societies can better navigate the ethical, economic, and governance challenges posed by emerging technologies. In summary, the deliberate cultivation of human capital—paired with the strategic mobilization of accessible regional and international resources—constitutes a vital imperative for developing nations aiming to fortify governance infrastructures and build enduring capacity to confront and recover from AI-induced adversity, particularly in the realm of poverty. As artificial intelligence be-comes increasingly embedded within socio-political and economic systems, these interdependent domains must evolve not merely as reactive safeguards, but also as proactive instruments for foster-ing inclusive, equitable, and resilient development. 6 CONCLUSION AND FUTURE RESEARCH AI-induced poverty is a critical form of adversity. Many countries with weak governance structures prioritize AI investment over governance reform and have shown an unwillingness to commit to tackling corruption, increasing transparency, and redistributing income. Some countries even de-pend more on irrelevant data sets, opaque algorithms, and non-transparent computation logics in the automated process of service delivery when they do not develop their governance capability for ethical and responsible usage of AI. They risk entrenching economic underdevelopment, eroding human capital, deepening market dysfunction, and accelerating data colonization. It is essential to consider how AI-induced poverty intensifies and multiplies when additional structural inequalities are present. It is also important to consider how data extraction from geographically distant coun-tries may lead to economic and human capital underdevelopment. A challenge to the ubiquity and supremacy of the few superpower companies would benefit many. More stakeholders need to be invested in the post-colonial discourse around AI systems and de-mand to move from treating people as data to be minded toward treating them as human beings to be regarded with dignity. With better public education about what AI is and a broad engagement of the public about the direction of AI and practices around the technology, we can rebalance the pow-er between AI technology companies and consumers for inclusive growth and shared prosperity. We must know what AI is and understand its limitations. The effectiveness of AI depends on the contexts 138 vanced economies should prioritize AI innovation and integration, providing a robust regulatory w N edAL S framework and capital tax to ensure that these few AI companies compensate those whose lives PrCIE o are disrupted by the development and deployment of these technologies. Emerging markets and ceN ed low-income countries should invest in digital infrastructure, institutional capacity, a digitally com-TIF ingIC C petent workforce, and in adapting for AI labor-using rather than labor-saving purposes. The co-de- s BoO velopment process between society and technology should involve wider stakeholder participation N okFE to increase human resilience in an AI-driven world. Inclusive global dialogues that enable emerg-R : EEN ing economies and low-income countries to have voices and be compensated fairly in the global of technology mainly focuses on the economics of scale, efficiency, and lower costs. er-R RN evAT AI-innovation should be steered toward labor-using rather than labor-saving for greater justice. Ad- ieIO and the dignity of work, that are gradually being threatened and replaced by AI as the development Pe INTE that support it. We need to be conscious of our core human values, such as genuine human contact U CE I D competition policy, intellectual property rights, data and information policy, and new transparency CA T'S A regulations must be adopted. TIONB More research needs to be conducted to increase human capacity to deal with and recover from ad- AOU NT P D versity induced by the development and deployment of AI in our daily lives (Eshelman et al., 2012; MEO Lyreskog et al., 2023; Vaill, 1989). ENPL TAE 2 These are future research questions: L H02 1. How can educators and policymakers increase human capital such that they become more resil- EA4 LT–2 ient in the process? H02 2. How can the benefits of AI be shared by more people, specifically by those on the margins of 5 power and wealth? 3. What new skills and knowledge do humans need to effectively communicate with AI, especially when steering AI innovation for labor-using rather than labor-saving for greater justice? 4. What global policy must be adopted to deal with structural inequalities that accelerate poverty in developing and emerging countries? 5. How can AI be regulated for inclusive growth? Our current choices in understanding, using, and regulating AI systems will determine whether AI can eradicate poverty and increase resilience in the future. The integration of AI into our current social-political-technology systems must address current challenges such as data quality, techni-cal infrastructure, institutional governance capacity, organizational capacity, responsible practices, global inequality and poverty, and power imbalance between the few AI “superstar” companies and emerging economies and low-income countries. Without proper interventions and steering AI innovation toward labor-using practices and greater shared prosperity, social and wealth inequality could increase even among knowledgeable workers in developed countries. Nations with strong economic governance are more resilient than those with weak governance because they can redis-tribute AI-driven growth to vulnerable people. More people need to be educated about what AI is and collectively demand better AI ecosystems that respect the dignity of work, autonomy, justice, and community development if we want AI to increase our resilience. 139 Pe REFERENCES IN TE er 1. Acemoglu, Daron. 2023. Harms of AI. In The Oxford Handbook of AI Governance, edited by J.B Bul--R R N lock, Y-C Chen, J. Himmelreich, V. M. Hudson, A. Korinek, M. M. Young, & B. Zhang. 1 st ed., pp. 660-ev AT ie IO 760. Oxford University Press. w N ed A 2. Acemoglu, Daron. 2024. Harms of AI. In The Oxford Handbook of AI Governance, edited by J.B Bul-L S Pr lock, Y-C Chen, J. Himmelreich, V. M. Hudson, A. Korinek, M. M. Young, & B. Zhang. 1 st ed., pp. 660-o CIE ce N 706. Oxford University Press. ed TIF ing 3. Acemoglu, Daron, and Simon Johnson. 2023. Power and progress: our thousand-year struggle over IC C ok FE 4. Acemoglu, Daron, and Simon Johnson. 2024. Learning from Ricardo and Thompson: Machinery and R : E s Bo O technology and prosperity. 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Available at: https://www.weforum.org/press/2025/01/advancing-ai-transformation- -a-roadmap-for-businesses-and-governments/ AUTHOR BIOGRAPHY Maria Lai-ling Lam, PhD, is currently the Chair of the Business Department at LCC International Uni-versity in Klaipėda, Lithuania. She holds a Ph.D. in Marketing and Organizational Behavior from George Washington University, an M.A. in Religious Studies, and both an M.B.A. and B.B.A. from the Chinese University of Hong Kong. 143 w N edAL S Pr EMPATHY AND VIRTUAL REALITY TECHNOLOGY o CIE ce N IN CONTEMPORARY EDUCATION: OPPORTUNITIES ed TIF AND CHALLENGES 1 ing IC C s Bo O N FE ok R Tanja Valenta, Teaching Assistant, PhD : E EN D er-R RN evAT ieIO Pe IN Published scientific conference contribution TE 1.08 Objavljeni znanstveni prispevek na konferenci U CE I Urška Jeglič, Teaching Assistant, PhD CA T'S A Katarina Kompan Erzar, Associate Professor, PhD TION B Urška Mali Kovačič, Teaching Assistant, PhD A O U N T P Jonas Miklavčič, Teaching Assistant, PhD D M EO Saša Poljak Lukek, Associate Professor, PhD EN PL Barbara Simonič, Professor, PhD TA E 2 L H University of Ljubljana, Faculty of Theology 02 EA 4 LT –2 H 02 ABSTRACT 5 It has been proven that integrating empathy with learning content in the educational process im-proves the understanding of topics while strengthening young people’s emotional intelligence, social skills and ethical thinking. Teachers can facilitate the creation of an inclusive and inter-active learning environment by designing activities that enhance the ability to understand the perspective of others. In this context, it is useful to consider methods that facilitate the develop-ment and integration of empathy into the learning process. One such method is the use of virtual reality (VR) technology, which allows students to experience challenges from another person’s perspective by simulating real-life situations, thus directly promoting the development of em-pathy. While VR technology offers numerous benefits, it also presents some challenges that need to be considered when integrating it into the educational process. This presentation highlights these aspects, drawing on the results of a survey conducted among a sample of teachers and students in Slovenia as part of the VR4Empathy (Using virtual reality for inclusive and action-ori-ented empathy in schools) project. The overall aim of the VR4Empathy project is to develop, test and disseminate the informed use of VR to promote the development of cognitive empathy in the school environment, with the aim of improving the quality and inclusiveness of digital education at EU level. Keywords: Empathy, Virtual Reality (VR), Education, Cognitive Empathy, Adolescence. 1 Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Execu- tive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project No. 101132844. 144 1 INTRODUCTION Pe INTE In recent years, rapid technological progress has had a significant impact on various aspects of social life, er -RRN including education. Among the various technological innovations, virtual reality (VR) has emerged as a evAT ieIO powerful tool that has the potential to transform traditional learning environments. Unlike conventional wN edA educational methods that rely on passive knowledge transfer, VR offers an immersive and interactive ex -L S Pr perience that engages learners in new and diverse ways. By simulating real-life situations and allowing oCIE ceN interaction in virtual environments, VR integration has been shown to enhance the learning process by edTIF making abstract concepts more tangible and enabling deeper understanding. ingIC C achievement of one’s goals (Cinque and Susan Kippels 2023, 8). These skills play an important role : E EN D UCE I CA in the learning process and influence various aspects of learning and teaching. Empathy, communi -T'S A TION cation and critical thinking have been shown to positively impact the quality of the learning process an essential part of learning processes. Soft skills encompass a range of abilities, including empathy, ok FER which enables effective functioning in one’s environment, effective engagement with others and the In addition, the integration of VR into education has been shown to promote ‘soft’ skills, which are also s Bo ON by promoting better interpersonal relationships between students and teachers, increasing students’ A BOU NT P D M motivation and improving their academic performance (Durlak et al. 2011, 405–406).EO ENPL This paper explores the use of VR technology as a tool to promote the development and integration TAE 2 L H of empathy as a ‘soft’ skill in the learning process of adolescents. The integration of empathy (es-02 EA4 pecially cognitive empathy) into learning content has been shown to improve the understanding LT–2 H of learning content while promoting the development of emotional intelligence, social skills and 025 ethical thinking (Durlak et al. 2011, 417–419). 2 THE ROLE OF EMPATHY IN THE LEARNING PROCESS 2.1 Empathy and Its Meaning Empathy is commonly understood as the ability to understand and empathise with the emotions and experiences of other people (Decety and Jackson 2004, 71). In this context, two different but interrelated components of empathy are distinguished: cognitive and emotional. Cognitive empa-thy is defined as the ability to understand another person’s perspective, thoughts or feelings on an intellectual level. It involves the ability to understand the mental or emotional state of another per-son without necessarily sharing or experiencing that state. Emotional empathy, on the other hand, is defined as the ability to share and experience another person’s emotions as if they were one’s own, thus going beyond a purely intellectual understanding (Preston and de Waal 2002, 2–4). Empathy, especially cognitive empathy, enables a deeper understanding of others’ perspectives, a skill that is essential for building mutual trust and collaboration. Empathy has been shown to play an important role in reducing and resolving conflict and strengthening social cohesion in a society (Baron-Cohen 2011, 183). Empathy is often seen as a facilitator of democratic dialogue, as it ena-bles individuals to overcome an egocentric worldview and adopt a sociocentric perspective that includes the viewpoint of others (Tudor 2011, 52). Empathy is seen as a fundamental element in the formation of our collective identity and the social fabric that binds us together. Active empathy is crucial for the social and moral development of individuals. As social beings, building social bonds is a prerequisite for our physical and emotional survival. Empathy facilitates the coordination of in-dividual actions, promotes understanding of the thoughts and intentions of others and strengthens solidarity (Anderson and Keltner 2002, 21–22). Empathy fosters the development of lasting social bonds, promotes altruistic behaviour and acts as a deterrent to interpersonal violence (Tudor 2011, 39–40). Empathy also helps us to recognise when our actions towards others are harmful, enabling us to correct them (Simonič 2020, 319). 2.2 Development of Empathy in Adolescents It is known that empathy develops significantly from childhood to adolescence (Allemand et al. 2015, 230) and further into adulthood (Kim et al. 2020, 121–122). During adolescence, the devel-opment of empathy undergoes significant changes and plays a crucial role in shaping social interac-tions and prosocial behaviour (Smith and Stamoulis 2023). The development of empathy from ad- 145 er-R R empathy beginning at age 13, while affective empathy remains consistently high throughout ad-N ev AT olescence. In contrast, cognitive empathy increases in boys from the age of 15, accompanied by a ie IO Pe IN are gender differences in development. Girls typically show earlier and more advanced cognitive TE olescence to adulthood is influenced by biological, cognitive and environmental factors, and there w N temporary decline in affective empathy between the ages of 13 and 16. This decline usually regress-ed A L S Pr es in late adolescence, reflecting a dynamic maturation process (Van der Graaff et al. 2014, 882). CIE o Neurobiological changes, particularly in the prefrontal cortex, support the development of empa-ce N ed thy by improving perspective taking and understanding of the mental states of others (Blakemore TIF ing IC C 2008). Cognitive advances, such as abstract thinking and metacognition, strengthen the ability to ok FE to a nuanced timeline of cognitive and affective empathy, emphasising the complexity of its devel-R : E s Bo O consider multiple perspectives (Dumontheil 2014, 58–59). The interplay of these factors contributes N TION T'S A factors. In addition to neurobiological changes and cognitive progress, social experiences also play B A O a central role. Adolescents increasingly participate in complex social interactions that provide val-U N T P D U CE I The development of cognitive empathy during adolescence is influenced by several interrelated CA D EN opment during adolescence. M uable opportunities to observe, interpret and learn about the thoughts and perspectives of oth- EN EO ers (Dvash and Shamay-Tsoory 2014, 283–284). Peer relationships are of particular importance in L H which in turn shape social and emotional understanding (Van Hoorn et al. 2016, 923–924). The fam- 02 EA 4 ily environment is also crucial, with parental role modelling, open communication and emotional LT TA PLE 2 this process. Peer relationships are crucial for the development of perspective-taking and empathy, H –2 02 support being important influences on the development of cognitive empathy (Decety and Michal- 5 ska 2010, 887; Van Heel et al. 2020, 22–23). Educational practises that include the school environment and targeted programmes have the po-tential to promote cognitive empathy. Schools that emphasise the promotion of perspective taking and understanding the emotions of others can improve adolescents’ empathy skills (Jolliffe and Farrington 2006, 548). A similar developmental process has also been shown to be influenced by media use. Media content that shows different perspectives, emotional depth and complex charac-ters can positively influence young people’s cognitive empathy (Konrath et al. 2011, 180–181). The influence of cultural and social factors is also highlighted as a factor contributing to individual dif-ferences in cognitive empathy. Cultural contexts have been shown to shape the importance placed on understanding the perspective of others and significantly influence the development of empathy (Quesque et al. 2022, 664–668). 2.3 The Importance of Empathy in Educational Processes In an era characterised by rapid technological advances and global interconnectedness, the role of empathy in education today has become a major focus for educators and policy makers alike. Em-pathy is increasingly recognised as essential to cultivating a supportive learning environment that fosters student engagement and collaboration. Integrating empathic practises into the curriculum has been recognised as a key strategy for equipping students with the skills necessary to navigate complex social dynamics and collaborate effectively in a multi-layered global environment. Empathy in education can be defined as the ability to recognise, understand and resonate with the emotional states of students and is a cornerstone of effective teaching and learning. This emotional intelligence is critical for educators, not only to create a supportive environment in the classroom, but also to improve students’ academic performance. There is empirical evidence that teachers who exhibit higher levels of emotional intelligence are rated more favourably by their students, sug-gesting that empathetic interactions facilitate deeper connections and understanding in the learn-ing process (Rahman et al. 2024, 13–14). Empathy is important for fostering students’ critical think-ing and reflection, thus going beyond traditional educational paradigms. Educators who prioritise the cultivation of empathetic relationships can foster students’ emotional growth and resilience, underscoring the central role of empathy in contemporary education. Consequently, empathy has the potential to shape a more dynamic and inclusive educational landscape in which all students can flourish (Makoelle 2019, 1–2). 146 pathetic environment, educators create a sense of appreciation and understanding among students, er-R RN evAT encouraging active engagement in the learning process. Empirical evidence within the culturally re- ieIO relationships, which have a significant impact on the educational experience. By cultivating an em Pe IN -TE Empathy is widely regarded as a fundamental pillar for the development of stable student-teacher sponsive teaching paradigm suggests that responding to teachers’ needs is critical to student motiva- w N edA tion, reinforcing the notion that perspective taking can develop into a pedagogical advantage (Henry L S PrCIE and Thorsen 2019, 33–36; Ushioda 2009, 239). When teachers actively engage with students’ cultural o ceN backgrounds and experiences, they enrich the learning context, creating deeper connections to the edTIF curriculum. Furthermore, these empathic interactions accumulate and shape students’ long-term mo- ingIC C Integrating empathy into pedagogical practises has been shown to significantly improve student : E EN D UCE I CAT'S A learning. By integrating empathy into pedagogical approaches, educators can create a more en- TIONB gaging learning environment that encourages students to actively participate and connect course only enriches immediate pedagogical encounters, but also cultivates lasting relationships that con- ok FER tribute to a more inclusive and effective learning environment (Makoele 2019, 5). tivational dispositions and overall educational success (Lamb 2017, 312). Consequently, empathy not s Bo ON content to their own experiences (Brown and Reushle 2009, 531–533). In addition, the need for A OU NT P D M collaboration between institutions and communities supports the development of curriculum that EO ENPL is both relevant and applied, as evidenced by effective cross-curricular approaches that prepare stu - TAE 2 L H dents for real-world challenges (Cotič et al. 2021, 3144). Cultivating empathy has been shown to 02 EA4 enhance both individual learning experiences and the educational community as a whole. LT–2 H02 Integrating empathy into modern education is critical not only for academic success, but also for the 5 development of socially responsible human beings. An empathetic pedagogical approach fosters an enriching learning environment by encouraging students to engage with different perspectives, thereby improving their relational understanding and motivation. This assertion is also supported by research findings that suggest that incorporating perspective-taking exercises into lessons can have a significant impact on students’ intrinsic motivation and the overall quality of their learning experience (Henry and Thorsen 2019, 35–36). Furthermore, cultivating empathy has been shown to impact not only the immediate classroom dynamic, but also extends beyond the educational sphere and con-tributes to altruistic behaviour in society more broadly (Bekkers 2006, 349). Consequently, prioritising empathy in educational settings has the potential to profoundly impact student trajectories and ulti-mately contribute to the development of more compassionate and engaged communities. 3 VIRTUAL REALITY IN EDUCATION The integration of VR technology into modern education offers significant opportunities for innova-tion, but also poses significant challenges, particularly in terms of fostering empathy among learn-ers. This technology provides immersive experiences that place students in different social contexts, giving them the opportunity to engage with perspectives that are very different from their own. By simulating real–life situations, such as tackling the challenges faced by marginalized communities, VR can foster a deeper understanding and emotional connection to various social issues. However, the integration of VR into educational practice is not without significant challenges. These include issues of accessibility, implementation costs, and desensitization potential, which raise critical con-cerns about VR’s effectiveness in fostering genuine empathetic responses. 3.1 Virtual Reality Technology and Its Growing Role in Education In recent years, the integration of VR technology into the education sector has increased significantly and heralded a change in pedagogical approaches. The use of VR in education facilitates experien-tial learning and allows students to engage with complex concepts by simulating various real-life scenarios. This approach improves understanding by allowing students to actively participate in the learning process rather than just passively absorbing information. Research shows that experiential learning with VR improves understanding and long-term retention of learning content (Remolar et al. 2021). In addition, VR enables a highly personalised learning experience that is tailored to the individual needs and learning pace of each learner. VR facilitates the understanding of abstract and complex content by allowing learners to visualise and interactively explore concepts that would 147 w N ed In interactive VR environments, learners can actively solve problems, which helps them to develop A L S Pr critical thinking and problem-solving skills. By participating in simulations where students have to CIE o make decisions and see the results of their actions, they learn to analyse situations and develop ce N ed TIF strategies. Interactive VR environments have been shown to promote critical thinking and problem ing IC C solving (Fowler 2015, 412). Students who use VR to solve problems show more creativity and the s Bo O N ability to find innovative solutions. ok FE R As educators increasingly recognise the potential of immersive experiences to improve learning : E EN D er-R R et al. 2023, 143251). VR has also been shown to increase motivation and interest in learning in sub-N ev AT jects that are often perceived as difficult or uninteresting. ie IO Pe IN ise molecular structures and historical events in a way that promotes deep understanding (Zulfiqar TE otherwise be difficult to understand. In the field of science, for example, VR has been used to visual- CA gagement is not just about retaining content better, but also about fostering emotional connections T'S A TION U outcomes, VR enables environments that promote both student engagement and empathy. This en- CE I B through experiential simulations that allow learners to put themselves in different perspectives. For A OU example, VR allows students to immerse themselves in scenarios that challenge societal preconcep-N T P D M tions and foster empathy so that they better understand the complexity of the human experience. EO EN Design and creativity play a crucial role in the development of these immersive educational expe-PL TA E 2 riences. Such methods promote responsible action and ethical reasoning in educational situations, L H 02 ultimately enriching students’ understanding of social dynamics and collaboration (De Vos et al. EA 4 LT –2 2019, 605–606; Dhiman 2023, 4–8). H 02 5 3.2 Enhancing Empathy Through Immersive Experiences The integration of VR technology into educational environments represents a transformative ap-proach to fostering empathy in learners. Because immersive experiences place individuals in differ-ent contexts, they break down preconceived barriers and facilitate deeper emotional connections with other perspectives. VR can significantly improve empathy through processes such as perspec-tive-taking and experiential learning, ultimately contributing to social cohesion and understanding in the classroom. In particular, immersive media has been shown to break down stereotypes and promote inclusion, with studies highlighting its effectiveness in allowing students to authentically experience the lives of others (Dhiman 2023, 9–10). However, it is crucial to view the implementa-tion of VR with a critical lens and consider the socio-political implications and cultural contexts asso-ciated with the design and use of VR that may influence users’ experiences and emotional responses (Bos 2021). This balanced integration of VR technology thus paves the way for a richer educational atmosphere that fosters empathy and understanding. Studies have shown that VR can increase both cognitive and emotional empathy in students (Trudeau et al. 2023). VR can reduce prejudice and improve understanding of cross-cultural differences, which is crucial for promoting global citizenship. VR is often referred to as the ‘ultimate empathy machine’ as it allows individuals to immerse themselves in an experience from another person’s perspective. VR’s ability to simulate real-life situations allows learners to understand other people’s challenges, which directly supports the development of empathy. In education, this contributes to greater inclu-sivity and a better understanding of different perspectives. 3.3 Opportunities and Challenges Presented by Virtual Reality Technology in Education The integration of VR technology into education offers unprecedented opportunities to enhance the learning experience and develop empathy in students. By immersing learners in dynamic environ-ments, VR allows them to engage deeply with different perspectives, fostering understanding and compassion. For example, VR can facilitate experiential learning by simulating real-life scenarios that are crucial for developing empathy in contexts ranging from social issues to historical events. Immersive media not only improves perspective taking but also strengthens emotional connec-tions, ultimately bridging the empathy gap that traditional educational methods often fail to close (Dhiman 2023, 3–5). As highlighted in (Hutson and Olsen 2023), the use of VR role-playing can in-crease student engagement and reduce anxiety, creating a more inclusive and effective learning at-mosphere. Taken together, these attributes highlight the transformative potential of VR in training empathetic, informed and adaptable learners in modern education. 148 considerable investment in hardware, software and ongoing maintenance, which may be prohibi- er-R RN evAT tively expensive for many institutions. In addition, the steep learning curve associated with adapt- ieIO be overlooked. Firstly, the financial implications are significant, as the introduction of VR requires Pe INTE The integration of VR technology into education also presents significant challenges that should not ing teachers and students to VR technology may hinder its effective use. Research suggests that pro- w N edA moting a responsible and ethical approach to design in educational contexts is essential (De Vos et L S PrCIE al. 2019, 606). Furthermore, while VR has shown the potential to promote empathy and enhance o ceN cognitive understanding, the relationship between this technology and the user experience needs edTIF to be critically evaluated (Zhang and Carroll 2024, 86–88). Taken together, these factors highlight ingIC C es that must be addressed to ensure inclusive learning environments. Undoubtedly, the immersive EN D UCE I nature of VR offers transformative opportunities for building empathy and engagement, however, CAT'S A inequalities in access can exacerbate existing inequalities between different groups of students. For TIONB example, students from low-income backgrounds may not have the necessary hardware and in- The use of VR technology in education brings with it significant accessibility and equity challeng ok FE -R : E the complexity educators face when attempting to use VR for transformative learning experiences. s Bo ON ternet connection, limiting their ability to participate in VR-based curricula. In addition, when inte- A OU NT P D M grating VR, care should be taken to develop inclusive experiences that meet diverse learning needs. EO ENPL VR technology also poses challenges in terms of accessibility and inclusion, especially for students TAE 2 L H with disabilities (such as children with visual or hearing impairments, children with autism, ADHD 02 EA4 and other intellectual disabilities) (Graeske and Sjöberg 2021, 79–82; Quintero et al. 2019). It is im- LT–2 H portant to develop VR experiences that cater to different learning styles and make these resources 025 universally available. Accessible design practises are critical to ensure that all learners, regardless of ability, can benefit from these advanced educational tools (Almufarreh and Arshad 2023, 9–10). Bridging the digital divide and ensuring that VR tools are inclusive and accessible are critical to real-ising their full educational potential (Serrano-Ausejo and Mårell-Olsson 2023, 5529). As highlighted in recent studies, implementing training modules that embed the principles of di-versity, equity, inclusion and belonging in VR environments can facilitate meaningful participation for different demographic groups (Oetken 2024). Furthermore, teaching the digital skills required to use these technologies is crucial for educational equity (Hasan et al. 2023, 1263). Ensuring equal access to VR is crucial to maximising its educational potential. 4. SURVEY: MOTIVATIONS FOR USING VIRTUAL REALITY TECHNOLOGY IN EDUCATION 4.1 Method In the following, we present these aspects in the light of the results of a survey conducted among a sample of teachers and students in Slovenia as part of the project “Using virtual reality for inclusive and action-oriented empathy in schools – VR4Empathy” (VR4Empathy 2004). The “VR4Empathy” pro-ject aims to explore how VR can improve students’ empathy skills and motivation to learn. The main aim is to use VR as a tool to promote cognitive and emotional empathy in young people, enriching their learning experiences and outcomes. By immersing learners in virtual scenarios, the project aims to help them put themselves in the perspective of others, fostering a deeper emotional con-nection and engagement with educational content. “VR4Empathy” brings together 7 partners from 4 different European countries - Portugal, Slovenia, Greece and Denmark. In this paper we present the results of a qualitative study conducted on a Slo-venian sample as part of the second work package of the project. The aims of the study were 1. to investigate the motivation for VR-based learning, 2. to identify strategies to improve lesson tracking, 3. to investigate the most inspiring lesson and 4. to evaluate the role of VR in the classroom. In our study, we focus on the last point by exploring teachers’ and students’ perceptions of the integration of VR technology in the classroom and its impact on teach-ing and learning. 4.1.1 Participants The participants were 15 teachers and 39 students from three different secondary schools in Slovenia. 149 Table 1. Sample structure of teachers and students participating in the study er TE School Teachers Students-R Pe IN o 3 CIErd School – Rural Secondary School 3 (5 female, 6 male) ce N ed TIF ing IC C 4.1.2 Procedure s Bo O N Design thinking workshops were held with teachers and students from each school. The aim of the ok FE R workshops was to explore the motivation for using VR-based educational resources and learning : E EN D with them. The workshops for students and teachers took place at the same time to enable an ex-U CE I CA ie IO wN 2nd 12 School – Urban Secondary School 4 ed A (all males) L S Pr 11 ev RN 1st School – Urban Secondary School 8 16 (11 female, 5 male) AT TION T'S A change of experiences between the two groups of participants. The collaboration allowed for rela- tionship building and a better understanding of the contexts that influence the learning process and B A O that are sometimes beyond the control of students and teachers. U N T P D M A detailed research protocol was developed, and a structured approach was taken during the work- EO EN shop to explore students’ and teachers’ perspectives and experiences of educational methods and PL TA E 2 tools. The workshop was designed to create an open and collaborative environment where par- L H 02 ticipants felt comfortable sharing their insights without judgement or evaluation. Activities were EA 4 LT –2 structured to encourage engagement, creativity and reflective thinking, ultimately contributing to a H 02 comprehensive understanding of participants’ perspectives. 5 The researchers wrote up the key themes that emerged from the design thinking workshops and conducted a content analysis of them. 4.2 Results and Conclusions Below we present the results in relation to the role of VR in the classroom. The responses from teachers and students were collected based on the question ‘When you think of VR, could it fulfil one of the criteria of the most inspiring lesson you mentioned?’- 1st School (Urban Secondary School) As soon as the possibility of using VR in the classroom was mentioned by the researcher, the teach-ers expressed concern about their workload and lack of time. They affirmed that they were open to innovation, but not all of them necessarily had sufficient technical knowledge to develop (and sometimes apply) approaches that required additional computer skills (use of technology). The participating students felt that it would be interesting to have VR goggles and be able to visual-ise more easily what the teacher is explaining, and when listing the content areas/topics where they thought they would benefit most from this type of demonstration, they highlighted, for exam-ple, history (The story of Minotavrus), geography (Amazon rainforest), etc. However, they pointed out that they would find e.g. insights into current wars (e.g. the war in Syria) too scary.- 2nd School (Urban Secondary School) Compared to the students, the teachers were more open to the use of VR in the classroom. In particu-lar, they emphasised the importance of preparing the content in advance, as otherwise the teacher would have to invest too much energy and time in a single lesson. It is important that the aim of such demonstrations is clear, namely to encourage students to be active (e.g. demonstrating mathemat-ical functions, teaching foreign languages). The students reacted unanimously negatively to the mention of VR. They consider the use of VR unnecessary and wasteful and see no particular benefit that could not be achieved in a simpler way. They pointed out that VR is becoming boring and that they feel it offers nothing that other approaches do not already offer. It is important to point out that two students had explored VR extensively in the previous school year and indicated that it could be useful in situations where additional visualisation would be useful (e.g. biology, history, technical lessons - the inside of machines etc.). However, there was a strong consensus that if VR is to be introduced into lessons, it is important that this type of teaching is only a very small proportion (1-2 hours at most per year) and concerns were expressed that it could otherwise detract from students’ knowledge. 150 - 3rd School (Rural Secondary School) more abstract material (e.g. in subjects such as physics) or in supporting the concrete application N edAL S of material (e.g. languages - use in daily practise). Students thought that the use of VR would be PrCIE o interesting and could help them to understand certain content (e.g. how certain processes in nature ceN ed work, e.g. photosynthesis, physics in everyday life, historical events, the use of mathematical func-TIF ingIC C tions in nature). s BoON The key message from students and teachers was very similar and can be summarised as cautious okFER of the lesson (for introductory motivation or reinforcement), as they consider it important that stu- RNAT ev dents do not use screens during the lesson. They see the opportunity primarily in the illustration of ieIO w Teachers accepted the potential idea of using VR on the condition that it only makes up a short part TE er -R Pe IN use of VR. The openness to the use of VR is due to the fact that (1) it constitutes a smaller part of the : E EN lesson and is used very rarely, (2) it is used in cases where a good visual representation is important D UCE I but difficult to access with the naked eye in everyday life, (3) the preparation of the lesson is done CAT'S A in advance (no extra work for the teacher). Considering the findings, it is necessary to seriously re - TIONB AO consider the reluctance and (sometimes) resistance to the use of VR and only use it in a way that U NT P D promotes and supports respectful and inclusive communication between teachers and students, in MEO other words, that VR (also) serves as a means to build a quality relationship in the classroom. ENPL TAE 2 L H02 5 CONCLUSION EA4 LT–2 H To summarise, the integration of VR technology into modern education presents both significant 025 opportunities and inherent challenges in fostering empathy. As highlighted in research on immer- sive media, VR has the unique ability to transcend traditional pedagogical approaches by allowing learners to adopt perspectives and make emotional connections, which is crucial for developing a deeper understanding of different experiences (Dhiman 2023, 11). Furthermore, VR role-playing games show the potential to create immersive learning environments that promote learner en-gagement and address sensitive issues, including cultural repatriation, which can be particularly challenging in regular classrooms (Hutson and Olsen 2023). However, research also highlights the importance of a cautious approach to VR implementation. In our research, both students and teachers emphasise that VR is most effective when it complements rather than dominates instruction. It is suggested that VR should be used sparingly when visual rep-resentations are important but otherwise difficult to achieve, and that teaching with VR should be carefully planned to minimise the additional workload for teachers. In addition, effective use of VR must ensure that respectful and inclusive communication between teachers and students is encour-aged to create a supportive and collaborative classroom environment. These considerations are compounded by logistical challenges, including unequal access to the technology, potential desensitisation to extreme scenarios, and the high costs associated with VR curricula that can exacerbate the educational divide. Ultimately, the successful adoption of VR in education requires a balanced and thoughtful approach that combines innovation with accessibility, inclusivity and ethical considerations. 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N T P D M EO EN PL TA E 2 L H 02 EA 4 LT –2 H 02 5 154 INTERACTIVE DINING ETIQUETTE LEARNING w N edAL S Pr o GAME DESIGN BASED ON PIAGET’S CONCRETE CIE ceN edTIF OPERATIONAL STAGE 1 ingIC C s BoONFE ok Lerato Lydycia Lesaoana, Student R : EEN Lyu Hui, Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO Saandi Youssouf, Student B AO School of Software EngineeringU NT P D Zhejiang University Ningbo, China MEO ENPL TA Abdiaziz Omar Hassan, CA Student T'S A TION Student DU CE I ABSTRACT L H E 2 EA 024–2 Dining etiquette is a crucial social skill, especially in formal settings, as globalization and inter- LTH 02 cultural exchange grow. In business, nearly 50% of negotiations transpire into dining tables, 5 emphasizing table manners’ significance. Gamified pedagogical approaches enhance children’s motivation, engagement, and retention. Nonetheless, most games tend to concentrate on culi-nary preparation or hygiene, offering scant on advanced etiquette competencies like the proper table setting, utilization of utensils, and formal dining conduct. This investigation is anchored in Piaget’s theory of cognitive development, particularly the concrete operational stage, which underscores the significance of experiential learning for children aged 6-12. The results inform a design that integrates visual interactions, tactile components, gamification, multiplayer func-tionalities, level progression, and magnetic induction-based haptic feedback. Polylactic Acid (PLA) material is utilized for the 3D printing prototypes. Informed by human-computer interac-tion and user experience design, the study assesses the system’s operational capabilities, usabil-ity, and educational efficacy. The findings indicate that children demonstrate superior proficiency in mastering utensil placement tasks more effectively than with traditional methods. The inter-active design promotes immersive learning, enhancing children’s comprehension and retention of table manners. This research establishes a robust foundation for the creation of innovative educational instruments that enrich children’s social and cultural learning experiences. Keywords: Dining etiquette, Interactive learning, Gamification, User Experience Design, Piaget’s theory 1 We would like to extend our sincere gratitude to our academic supervisor Ms. Lyu, for her invaluable guid- ance and patience. Without her support and expertise this project would not have been a success. Addition- ally, we would like to acknowledge our colleagues and peers, particularly Mr. Abdiaziz Omar Hassan and Mr. Youssouf Saandi, for their constructive feedback and camaraderie throughout the research process. Their support and discussions have enriched this work in numerous ways. 155 Pe 1 INTRODUCTION IN TE er-R R In recent years, the significance of dining etiquette has been recognized as an essential element N ev AT of professional development, prompting higher education institutions to increasingly offer cours-ie IO w es designed to equip students with the requisite skills for success within the business domain. It N ed A L S is defined as appropriate manners and behaviors in formal dining environments. Dining etiquette Pr embodies not only a collection of rules governing table conduct but also represents a fundamental o CIE ce N competency that cultivates respect, discipline, and self-assurance in social engagements (Ruben-ed TIF stein and Mullen 1995; O’Farrell 2012). In addition, dining etiquette reflects professionalism and ing IC C embodies soft skills which have become an important skill in the 21st century. s Bo O N FE ok Notwithstanding its significance, conventional pedagogical approaches to teaching dining etiquette R : E EN frequently lack interactive elements hence incorporation of interactive gaming within educational D U CE I contexts is experiencing a surge in popularity due to its capacity to reconcile traditional educational CA T'S A paradigms with experiential learning modalities (Alaswad and Nadolny 2015; Kent State University TION B 2024). Integrating gamification techniques can change abstract constructs, such as social conven- A O U N T P tions, into immersive and pleasurable learning experiences. In addition, traditional methods do not D M address the cognitive and developmental requisites of children which are addressed by Piaget’s EO EN PL theoretical framework, specifically concrete operational stage of cognitive development (ages of TA E 2 L H 6-12). The theory indicates that children use their surroundings and what their people have defined 02 EA 4 as their source of information. What children see and hear shapes them for life and sets a foundation LT –2 H for their development. 02 5 The global marketplace has adopted the paradigm of gamified learning, resulting in a diverse array of interactive experiences that range from reading games to role-playing exercises, all meticulously crafted to render the learning process enjoyable for children. As technological advancements con-tinue to progress, there exists an escalating demand for innovative designs that utilize interactive technology to address the distinctive preferences and developmental requirements of children. This paper is underpinned by two principal aims: to design an interactive dining etiquette learning game for teaching dining etiquette and to assess its influence on children’s understanding, and applica-tion of dining etiquette competencies specifically table setting and utensil navigation. The game will be developed in accordance with Piagetian theoretical frameworks, prioritizing tangible activi-ties such as placement of items on the table, roleplaying, pattern identification, and adherence to rules to enhance children’s grasp of appropriate dining conduct. By investigating the convergence of cognitive development theory and the design of this game, this paper not only propels theoretical discourse but also confronts a practical dilemma in early social education. Adherence to proper dining etiquette not only fosters a favorable impression but also significantly impacts professional success. It establishes a social platform wherein individuals can observe and be observed, facilitating social acceptance and affirmation (Falcão and Price 2009). Given the com-pelling evidence that correlates dining etiquette with professional interactions—such as the statis-tic indicating that approximately fifty percent of all business negotiations are concluded over meals (Cao et al. 2010), our initiative intends to acclimate children to these vital skills through an engaging and interactive game. 2 BACKGROUND 2.1 Concrete Operational Stage in Teaching Dining Etiquette Children in this stage are developing the ability to think logically about physical objects and events, making it an optimal time for teaching skills like dining etiquette. During this phase, they can learn best through hands-on activities that allow them to manipulate objects such as plates, utensils, and napkin-reinforcing their understanding through guided feedback (Piaget 1950). Piaget emphasized that children in the Concrete Operational Stage benefit most from physical inter-action with their environment. They learn best when engaged in activities that allow for manipula-tion and hands-on experimentation, making this an ideal period to introduce tangible experiences of dining etiquette. The key characteristics of this stage that justify its relevance to our study include: 156 1. Physical Interaction with the Environment: At this stage, children can manipulate objects and Pe IN learn best through active, concrete engagement. The interactive design of our game, which in-TE er-RR volves physical items like utensils, napkins, and plates, supports this learning style (ibid.).N evAT 2. Logical Reasoning and Guided Discovery : Children at this stage begin to form cause-and- effect ieIO wN relationships and are capable of logical reasoning, albeit with the help of guidance. This is crucial edAL S in understanding dining etiquette, where actions like placing utensils correctly require reasoning Pr oCIE and understanding social conventions (ibid.). ceN edTIF 3. Curiosity and Exploratory Learning : Children in this stage are naturally curious and enjoy experi- ingIC C menting. Our design taps into this curiosity by offering challenges that engage their interest and s BoON reward correct behavior, making learning dining etiquette enjoyable (Flavell 1999). okFER 4. Repetition and Feedback : The Concrete Operational Stage is marked using repetition to reinforce : EEN D newly acquired skills. In our game, children practice placing utensils and setting the table until UCE I CA they receive positive reinforcement, reinforcing the correct behavior (Barret et al. 2019).T'S A TIONB Dining etiquette is more than just a set of rules about table manners; it serves as a foundation for AOU social interactions and emotional intelligence. In the context of children’s development, dining eti- NT P D M quette becomes a means of cultivating social skills such as respect for others, patience, and self-reg-EO EN ulation (Fiske 2010).PL TAE 2 L H02 2.2 Gamification, Interactive Learning & User Expereince Design in Dining Etiquette Interactive Game EA4 LT–2 H Gamification has emerged as a transformative advancement, extending its impact across diverse 025 domains such as healthcare, economics, technology, and cultural studies. Within the realms of game studies and Human-Computer Interaction (HCI), both industry and academia have increasingly rec-ognized its potential (Hamari and Koivisto 2015; Appiah et al. 2024). At its core, gamification inte-grates game mechanics into non-game contexts, with the aim of fostering engagement and deliv-ering value. Previous researchers have found that integrating gamification into education makes learning fun and enjoyable and promotes a positive attitude. It is said that it supports and motivates users and can thus lead to enhanced learning processes and outcomes and allows players to explore problems and solutions actively (Kapp 2012; Anderson et al. 2019). For these reasons gamification boosts confidence, awards autonomy, promotes collaboration and enhances interaction. In the era of technology, traditional methods of doing things are becoming more inefficient and demotivating to learners. Interactive learning is a new way of teaching whereby technology is in-corporated, this use of technology enhances engagement, motivation, enjoyment, collaboration, minimal to no supervised interaction. Learning is interactive as it allows students to take actions such as processing the content shared, improving their knowledge, solving problems, and achieving certain results among other things. It is said that it encompasses learning theories such as cognitive and affective dimensions, emotional aspects, to enhance educational experiences (Törmänen et al. 2022). Together these learning theories create an unimaginable learning experience that we want to achieve with our design. Within the domain of Human-Computer Interaction (HCI), the notion of User Experience cannot be disregarded, as it represents a fundamental principle in design. This concept is articulated as per-ceptions or reactions elicited from the utilization or the anticipated engagement with a product, service, or system. Such responses encompass users’ emotions, beliefs, and preferences, and may manifest before, during, or after the engagement with the design. Moreover, these responses have the potential to impact individuals in diverse manners and evoke a range of feelings (Jenkins 2000; Kjeldskov and Graham 2003). 3 DESIGN With the introduction of a new concept/discipline the learners are expected to have an attitude of interest, competitiveness, cooperation, and eagerness to learn, hence incorporation of games in learning content as games encourage learning that is not forced but enjoyable. As mentioned ear-lier our design is set to enrich children at the ages of 6 to 12 by understanding and cultivating their interest in acquiring proper dining etiquette, we have drawn other benefits from our design. 157 a) Simplicity and usability -R RN grated educational components that will enhance children’s vocabulary, life skills, problem-solving AT ev abilities, memory development, and additional life competencies. ie IO w er TE The game is not exclusively constructed for the purpose of entertainment; rather, we have inte- Pe IN ed NA b) Feedback feature L S Pr Our tangible user interface components are integrated with Neodymium magnets, which are af-o CIE ce N fixed to Reed switches positioned beneath the tabletop mat; this configuration serves to augment ed TIF ing the primary function of our game, namely, the arrangement of table settings. These mechanisms fa-IC C s Bo O cilitate the detection of both accurate and inaccurate placements of utensils upon the table, where-N in each magnet is associated with a specific switch that it attracts. ok FE R : E EN c) Unlockable stages D U CE I CA Games are designed to present challenges and offer various stages, ranging from elementary to T'S A TION more sophisticated levels. This characteristic fosters motivation and a desire for knowledge acquisi-B A O tion. The levels are determined by diverse table settings encompassing basic, casual, informal, and U N T P D formal categories. These levels will progress from simple to complex in a sequential manner. M EO EN d) Collaborative enhancement PL TA E 2 The game facilitates collaborative engagement among participants, as multiple characters can be L H 02 EA 4 utilized concurrently. This attribute is significant as it provides individuals with an opportunity to ac-LT –2 H quire skills in teamwork and coordination. This characteristic will further assist players in achieving 02 the designated objective within the allocated time. 5 4 PROTOTYPE The prototype development process for our design followed a User-Centered Design (UCD) ap-proach, focusing specifically on the preferences, needs, and cognitive abilities of children. This ap-proach ensured that the game aligns closely with the target age group’s abilities, tastes, and existing knowledge base, facilitating an enjoyable yet educational experience in dining etiquette. In addition to the UCD framework, our study has integrated Human-Computer Interaction (HCI) methodologies to enhance usability and ensure technical robustness, drawing on key factors like user acceptance, ease of use, and troubleshooting. These considerations allowed for a seamless, child-friendly interface that minimized technical barriers and supported intuitive interaction. The game features a tangible user interface (TUI) using Neodymium magnets and Reed switches to detect correct and incorrect utensil placements, providing real-time visual and audio feedback. The design is lightweight, portable, and child-friendly, with an intuitive interface that requires minimal supervision. The game also integrates educational components to enhance vocabulary, life skills, and problem-solving, while a 3D-printed prototype ensures ergonomic and user-friendly design. Technical components such as a 7-inch TFT LCD touchscreen, Arduino Mega 2560 control system, and speakers for audio feedback support a seamless learning experience. Our design process considered safety, durability, sustainability, and cultural inclusivity, ultimately creating an engaging and effec-tive tool for teaching dining etiquette. User-centered design 1) Understanding users and their needs: We conducted surveys and collected the data that helped us understand the needs of the children concerning learning dining etiquette, their knowledge about discipline, the preferences of the parents (in terms of content to be incorporated). UCD principle is to involve the uses in the development of the product. 2) Defining the game requirements: Every design has an end goal to achieve, and defining the goals enabled us to create game elements that would help us achieve our goal, which is teaching chil- dren dining etiquette in a fun and engaging way. Among other things, our game incorporates unlockable challenges features that enhance the eagerness to learn, reward system which sets to reinforce motivation and engagement. 158 3) Design solutions: We have made a discovery that children did not have an interactive game that utilizes technology in the discipline of dining etiquette with TUI, so we brought that to them. Our Pe INTE design enables multiplayer, real time feedback mechanism, progress tracking. This game will er-R RN evAT also require no or minimal supervision for the children when they play. ieIO 4) w Design evaluation: Our final product has incorporated elements of safety, durability, sustainability, N edAL S aesthetic appeal, cultural influences, cost efficiency, and ease of use. PrCIE o ceN edTIF 5 METHODS AND DISCUSSION ingIC C This research aims to create a safe, sustainable, and adaptable interactive game that promotes the ok FER : E 5.1 User experiment s Bo ON D EN acquisition of dining etiquette from an early age. A total of 13 children aged between 6-12 living U CE I in Ningbo were recruited to participate in the user experiment. This exercise was meant to help us CA T'S A TION to test the efficacy of interactive learning over traditional ways of learning, especially for teaching B AO table setting.U NT P D M During the user testing session, we monitored the children’s interaction with the game, interaction EO EN with tangible interfaces and their ability to follow the game instructions. Once the tasks were com-PL TAE 2 pleted, each child participated in an interview designed to delve deeper into their personal expe- L H02 riences with the game. The final stage of our user experiment was a post activity survey whereby EA4 LT–2 participants completed a survey that assessed the game’s impact. H025 5.2 Results and Discussion Results showed that while most children found the game fun and engaging, with 92.3% suc-cessfully completing tasks on their first attempt, some faced challenges. with instructions and feedback, highlighting the need for clearer guidance and a more adaptive difficulty level. These include refining the game’s instructions, feedback mechanisms, and engagement strategies to ensure it is both fun and effective for a diverse audience. By addressing these challenges, the game has the potential to become a more universally engaging and educational tool for children learning about dining etiquette. 6 CONCLUSION This paper offered a practical, engaging alternative to traditional methods of teaching dining et-iquette, combining technology and interactive play to provide children with valuable life skills that are both fun and educational. However, there were challenges that may deem the study bi-ased such as small sample size during the testing, which may limit the generalizability of the findings. The study’s scope was restricted to a specific group of children within a controlled set-ting. Furthermore, the study’s focus on a standardized set of dining etiquette may not have fully accounted for the varied dining practices and etiquette norms that exist across different cultures and regions. Incorporating a broader range of dining styles such as those specific to Eastern or non-Western traditions would have added depth and complexity to the game’s design and could have enhanced its global applicability. The findings of this study open several avenues for future research and development in the field of interactive learning for dining etiquette. One key direction for future work is expanding the sample size and demographic diversity. Future studies should include a broader range of participants from different cultural, socioeconomic, and geographical backgrounds to assess how the game can be tailored to accommodate diverse dining traditions and learning styles. In addition, future studies could investigate the long-term impact of the game on children’s retention of dining etiquette and its transfer to real-world situations, explore integration of advanced technologies, such as aug-mented reality (AR) or artificial intelligence (AI) and game’s accessibility and effectiveness for chil-dren with special needs or disabilities. 159 Pe REFERENCES IN TE er 1. Rubenstein, Hal, and Jim Mullen. 1995. Paisley Goes with Nothing: A Man’s Guide to Style. Doubleday.-R R N ev AT 2. O’Farrell, Mary Ann. 2012. Meditating Much upon Forks: Manners and Manner in Austen’s Novels. ie IO w Persuasions: The Jane Austen Journal 34. N ed A L S 3. Alaswad, Zina, and Larysa Nadolny. 2015. Designing for Game-Based Learning: The Effective Inte- Pr CIE o gration of Technology to Support Learning. Journal of Educational Technology Systems 43(4): 389– ce N ed 402. DOI:10.1177/0047239515588164. TIF ing IC C 4. Kent State University. 2024. Dining Etiquette. 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In Hu- man-Computer Interaction with Mobile Devices and Services. Mobile HCI 2003. Lecture Notes in Com- puter Science, vol 2795, ed. Luca Chittaro. Berlin: Springer. https://doi.org/10.1007/978-3-540- 45233-1_23. 160 Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO CLIL AS A THEORETICAL CONCEPT AND w N edAL S Pr o RELEVANCE TO CONTEMPORARY EDUCATIONCIE ceN edTIF ingIC C University of Tirana, Faculty of Foreign Languages, Albania ok FER : E Tiziana Leka, PhD. Candidate s Bo ON D EN Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which A OU N an additional language is used for the learning and teaching of both content and language. That T P D M is, in the teaching and learning process, there is a focus not only on content, and not only on lan-EO ENPL guage. Each is interwoven, even if the emphasis is greater on one or the other at a given time. TAE 2 L H The term `Content and Language Integrated Learning’ (CLIL) was adopted in 1994 (Marsh, Maljers ABSTRACT CAU CE I TION T'S AB and Hartiala, 2001) within the European context to describe and further design good practice as EA 024–2 LT H achieved in different types of school environment where teaching and learning take place in an 025 additional language. There are two major reasons which underpin the interest in CLIL within a specific country or region. These involve reactive (responding to situations) and proactive (creat-ing situations) responses to challenges or problems. The forces of global change, converging technologies and adaptability to the subsequent Knowl-edge Age present challenges for education. And within education as a whole, they present chal-lenges for the teaching and learning of additional languages. The paper concludes that CLIL is not exclusive to the promotion of English as a world language but is embedded in the socio- econom-ic, political and cultural traditions of different nations. CLIL not only promotes linguistic compe-tence, it also serves to stimulate cognitive flexibility. Keywords: CLIL methodology, theoretical concept, linguistic competence, cognitive flexibility 161 Pe 1 INTRODUCTION IN TE er-R R In an increasingly interconnected and globalized world, the importance of equipping students with N ev AT both subject-specific knowledge and the language skills necessary to navigate diverse, multicultur-ie IO w al environments is paramount. As the demand for multilingualism and cross-cultural understanding N ed A L S grows, educational methodologies must evolve to meet these challenges. One such innovative ap- Pr proach is Content and Language Integrated Learning (CLIL), a dual-focused educational methodolo-o CIE ce N gy in which an additional language is used as the medium of instruction for teaching both content ed TIF and language. First introduced in Europe in the 1990s, CLIL has gained international recognition as ing IC C an effective way to promote bilingualism and academic achievement simultaneously. s Bo O N FE ok At its core, CLIL emphasizes the interconnection between content and language learning. Unlike R : E EN traditional models where language and content are taught separately, CLIL aims to integrate the D U CE I acquisition of knowledge in specific subjects with the development of language proficiency. In this CA T'S A way, students not only learn about specific topics, such as science, history, or geography, but also TION B gain the linguistic tools necessary to articulate their understanding of those topics in a foreign lan- A O U N T P guage. This approach ensures that students are not simply learning the content of their courses but D M are also gaining the cognitive and linguistic flexibility necessary to thrive in an increasingly glo-EO EN PL balized world. TA E 2 L H CLIL is grounded in the belief that content and language should be treated as interconnected ele-02 EA 4 ments, each influencing the other. In this way, the methodology offers significant advantages over LT –2 H 02 traditional approaches by providing an immersive and engaging learning environment. Students 5 are exposed to the additional language in authentic, meaningful contexts, which helps them re- tain both content knowledge and language skills more effectively. However, the balance between content and language can vary depending on the specific educational context and the needs of the learners. Sometimes, the focus may be on content mastery, while at other times, the emphasis may shift toward language acquisition. This flexibility makes CLIL adaptable to various educational set-tings and disciplines, from primary schools to universities. The theoretical foundations of CLIL are shaped by the need to respond to the demands of the modern Knowledge Age, where learners are required to possess not only academic knowledge but also the ability to think critically, solve problems, and communicate effectively across cultural and linguis-tic boundaries. As such, CLIL does not merely seek to promote linguistic competence; it also serves to stimulate cognitive development, fostering skills such as critical thinking, problem-solving, and metacognition. These cognitive benefits extend beyond the classroom and prepare students to nav-igate complex, real-world challenges in their future careers. Despite its growing popularity, the implementation of CLIL faces several challenges. These include issues related to teacher training, curriculum design, and the need for appropriate resources and support to ensure effective delivery of both content and language. Moreover, the balance between language and content learning remains a topic of ongoing debate, with some arguing that the em-phasis on content may sometimes hinder language acquisition, while others maintain that linguistic development is key to a deeper understanding of content. This paper aims to examine the role of CLIL in contemporary education, exploring its potential to en-hance both language proficiency and content knowledge among students. Through a critical anal-ysis of the CLIL methodology, this research will contribute to a deeper understanding of its practical applications, challenges, and benefits in the classroom. Specifically, the paper will investigate how CLIL can foster cognitive flexibility and linguistic competence in students, as well as the broader im-plications of this approach for educational practices worldwide. The primary aim of this research is to assess the impact of the CLIL methodology on students’ ac-ademic achievement and language development. In doing so, the study will address two central research questions: 1. How does the integration of content and language in CLIL impact students’ cognitive and linguis- tic development, and to what extent does it enhance their academic performance? 2. What are the key challenges and benefits associated with implementing CLIL in educational set- tings, and how can these be addressed to maximize the effectiveness of the methodology? 162 2 LITERATURE w N edAL S PrCIE 2.1 Connecting content learning and language learning o ceN ed Connecting content learning and language learning is crucial in today’s knowledge-driven society, TIF ingIC C particularly within organizations that prioritize progress and innovation. In these environments, the s BoON development of new knowledge and ideas is often facilitated through ongoing dialogue and col- okFE laboration. Unlike traditional forms of communication—narrative, exposition, argument, and per-R : EEN suasion—dialogue in Knowledge Age organizations serves a practical and dynamic purpose: solving content education. er-R RN evAT ieIO of CLIL as an educational approach and its potential to shape the future of language learning and Pe INTE By addressing these questions, the paper seeks to provide valuable insights into the effectiveness U CE I D complex problems, sharing expertise, and generating innovative solutions. The core of communica- CA T'S A TION tion in such organizations lies not in simply conveying information but in actively participating in the B AO creation and transformation of knowledge, making dialogue integral to both content and language U NT P learning and fostering critical thinking and collaborative problem-solving (Bereiter and Scardama- D MEO lia 2005, 749–761). In this context, language learning becomes an essential tool for effective par - ENPL TAE 2 ticipation in problem-solving and idea generation; the more proficient individuals are in using lan - L H guage to express complex concepts, engage in discussions, and contribute to collective knowledge, 02 EA4 the better equipped they are to navigate and succeed in these fast-paced environments. Thus, inte- LT–2 H grating content learning with language learning is not just a theoretical ideal but a practical neces-025 sity in the evolving landscape of modern organizations (Bereiter and Scardamalia, 2005, 749–761). 2.1.1 The content of learning A useful starting point is to consider the content of learning. The concept of what constitutes content in a CLIL context is much more flexible than selecting a discipline from a traditional school curriculum such as geography, music, biology or physics. Whilst curricular subjects such as these might be appro-priate for some CLIL programmes, contextual variables such as teacher availability, language support, age of learners and the social demands of the learning environment may mean that a different choice of content is more appropriate. In other words: what exactly is meant by “content” in CLIL will depend on the context of the learning institution—an issue already raised in previous chapters. Content can range from the delivery of elements taken directly from a statutory national curriculum to a project based on topical issues drawing together different aspects of the curriculum (for exam-ple, the Olympic Games, global warming, ecosystems). Content in a CLIL setting could also be the-matic, cross-curricular, interdisciplinary or have a focus on citizenship, for example. Themes might include issues-led investigations into climate change, carbon footprint or the Internet; cross-curric-ular studies might involve inquiry into health in the community, water or genocide; interdisciplinary work which encourages collaboration on a common theme whilst maintaining the integrity of each subject could, for example, lead to designing an eco-friendly house; and citizenship might focus on global issues such as race, global communication or learning across continents. CLIL, therefore, offers opportunities both within and beyond the regular curriculum to initiate and enrich learning, skill acquisition and development. The exact nature of these opportunities will depend on the ex-tent to which the CLIL context demands an approach which is more content-led, more language-led, or both. However, the crucial point here is that, no matter whether issues concerning the content or the language are more dominant at a given point, neither must be subsumed or the interrelation-ship between the two ignored. The learning of content: Synergies, scaffolding and social interaction Identifying the type of content involved does not, however, automatically address a fundamental question: What is meant by content learning? It might be useful to start by considering some issues to do with content learning in general, before identifying specific challenges presented through using a second or additional language as the medium for that learning. Syllabuses and programmes all have their aims and objectives, often with articulated goals and outcomes for teaching and learning. But these alone do not address the how of content learning— 163 w N ed ized must be brought into the equation. In other words, CLIL demands an analysis of what is meant A L S Pr by effective pedagogies in different contexts. Different pedagogic approaches have been debated CIE o across continents in recent times (see Chapter 1). The dominant model in many Western societies ce N ed TIF has emphasized a transmission of knowledge where the expert (the teacher) deposits information ing IC C and skills into the memory bank of the novice (the learner). This has been called a “banking model” s Bo O N (Freire 1972, 72) and tends to be teacher-controlled and teacher-led. Alternative, social-constructiv-ok FE R ist approaches to learning emphasize “the centrality of student experience and the importance of : E EN D er-R R 89-100) do not always directly influence classroom practice. N ev AT But if CLIL is to build on potential synergies, then considerations of how effective learning is real-ie IO Pe IN based on work from eminent theorists such as Bruner, Vygotsky and Wood (Bigge and Shermis 1998, TE only the what of content teaching. The impact of general learning theory and how individuals learn, CA 108). Social-constructivist learning in essence focuses on interactive, mediated and student-led T'S A TION U CE I encouraging active student learning rather than a passive reception of knowledge” (Cummins 2005, N T P D teacher, other learners or resources. When learners are able to accommodate cognitive challenge— M EO that is, to deal with new knowledge—they are likely to be engaged in interacting with “expert” EN PL TA E 2 others and peers to develop their individual thinking. Vygotsky (1978) introduced the term “zone of L H A BO folded (that is, supported) learning by someone or something more “expert”—that might be the U learning. This kind of scenario requires social interaction between learners and teachers and scaf- EA 02 proximal development” (ZPD) to describe the kind of learning which is always challenging yet po- 4 tentially within reach of individual learners on condition that appropriate support, scaffolding and LT –2 H 02 guidance are provided (p. 86). In settings shaped by social-constructivist approaches, the teacher’s 5 role involves facilitating cognitive challenge within an individual’s ZPD. This involves the teacher in maintaining a balance between cognitive challenge for learners and appropriate and decreasing support as learners progress. 2.2 Cognitive Engagement in CLIL: Fostering Active Learning and Higher-Order Thinking For content learning to be effective, students must be cognitively involved in the process. Teachers in Content and Language Integrated Learning (CLIL) need to find ways to actively engage students, helping them think critically and express their own learning. This process requires students to devel-op metacognitive skills, such as “learning to learn,” which helps them reflect on their own progress (van Lier 1996, 98). Active learning environments, such as group work, student questioning, and problem-solving, encourage this engagement. In CLIL classrooms, students are encouraged to col-laborate, utilizing each other’s strengths and compensating for weaknesses. However, these skills shouldn’t be left to develop on their own but should be nurtured through guidance. This includes fostering life skills, such as handling uncertainty, observational skills, and constructing knowledge through interaction with the world, underpinned by values and beliefs (van Lier 1996, 15–16). Therefore, for CLIL to promote effective learning, it must address not only the knowledge base but also the cognitive engagement of students. A report from the Queensland School Reform Longitu-dinal Study (1998–2000) emphasized that teachers should focus on higher-order thinking, beyond basic skills, to foster productive pedagogies (Department of Education, Queensland 2002, 1). Ev-idence suggested that intellectual challenge was essential for transforming information, solving problems, gaining understanding, and creating new meaning. Effective learning must not only cov-er the knowledge and skills outlined in the curriculum but also encourage creativity, problem-solv-ing, and cognitive challenges. Students need to build a constantly evolving knowledge base and the skills to use it throughout their lives, including critical thinking, reasoning, making informed decisions, and responding creatively to challenges. They must become skilled in problem-solving and higher-order thinking to interpret meaning and understanding. Ultimately, for learning to be retained and accessible, students must construct their own knowledge and take responsibility for managing their learning (Nisbet 1991, 25–34). 2.3 Towards a thinking curriculum: Dimensions and processes A “thinking curriculum” in the context of CLIL (Content and Language Integrated Learning) refers to a teaching approach that prioritizes cognitive engagement and the development of a variety of think-ing and problem-solving skills in students. While content learning remains a key focus, it cannot be 164 cognitive processes, the categorization of different types of thinking has evolved and generated w N edA significant academic discussion (Bloom 1956; McGuinness 1999; Krathwohl 2002, 212–214).L S PrCIE o In 2001, Anderson and Krathwohl revisited Bloom’s taxonomy, offering a revised model that intro - ceN ed duced a “knowledge” dimension alongside the original “cognitive process” dimension. This version TIF ingIC C clarifies how thinking processes interact with knowledge construction and provides a more compre - s BoO hensive framework for educators (Anderson et al. 2002, 214–216). The cognitive process dimension N okFE distinguishes lower-order thinking (remembering, understanding, applying) from higher-order R : EEN thinking (analyzing, evaluating, creating). Lower-order processes build foundational knowledge, processes that encourage not just the acquisition of knowledge, but also the active construction of er-R RN evAT knowledge. Since Bloom’s original publication of his taxonomy in 1956, which identified levels of ieIO to navigate complex problems and think critically. Central to this idea is the integration of thinking Pe INTE separated from the necessity of fostering higher-order cognitive skills that are essential for students U CE I D whereas higher-order processes drive deeper learning, critical thinking, and transfer to novel situa- CA T'S A tions (Krathwohl 2002, 216–218). TIONB AO Additionally, the knowledge dimension helps explain the different types of knowledge learners U NT P D must acquire in CLIL: conceptual (concepts, principles, theories), procedural (knowing how to per- MEO form tasks or solve problems), and metacognitive (awareness of one’s own learning and strate- ENPL TAE 2 gies). In CLIL settings, students learn content and simultaneously explore how language constructs L H and communicates that knowledge. This intertwined development makes a thinking curriculum 02 EA4 especially relevant to CLIL. Effective CLIL instruction therefore balances cognitive processes across LT–2 H02 levels and explicitly supports development in both knowledge and metacognition, ensuring learn-5 ers are not only knowledgeable but also able to think critically about what they learn (Pintrich 2002, 219–223; Krathwohl 2002, 215–216). 3 METHODOLOGY This study was designed to assess the impact of the CLIL (Content and Language Integrated Learning) methodology on the development of language proficiency and content knowledge among uni-versity students. A quantitative approach was used, employing pre-test and post-test evaluations to measure progress over the course of one academic semester. The study involved a total of 120 students, divided into four university classes with 30 participants each, representing the academ-ic discipline of Business English and Marketing English. The selection of participants was based on their enrollment in courses where the CLIL methodology could be effectively applied, ensuring a balanced integration of content and language learning. The study followed a quasi-experimental design with two key phases: a pre-test conducted at the beginning of the semester (October 2024) and a post-test at the end of the first semester (in January 2025). The pre-test served to establish baseline scores for both language proficiency and content knowledge, while the post-test measured improvements after the intervention. The CLIL interven-tion spanned 14 weeks, during which lessons were carefully structured to integrate subject-spe-cific content with language learning. Each lesson had a dual focus, addressing both linguistic and cognitive goals. Activities included group discussions, debates, and scenario-based problem-solving tasks, allowing students to practice academic language while engaging with course content. To sup-port their language development, scaffolding techniques such as glossaries, sentence starters, and structured writing tasks were provided throughout the intervention. Two primary instruments were used to collect data: pre-test and post-test assessments. These tests were designed to evaluate both language skills—listening, reading, writing, and speaking—and content knowledge through multiple-choice questions and scenario-based tasks. Each test carried a total score of 100 points, divided equally between the language and content components. Stand-ardized scoring rubrics ensured consistency in evaluating students’ performance, particularly in sub-jective tasks like speaking and writing. Formative assessments were also integrated throughout the semester to monitor progress and adjust teaching strategies as needed. Data collection occurred in two phases: the pre-test in the first week of the semester (October 2024) and the post-test in the final week (January 2025). The collected data were analyzed quantitative-ly using descriptive statistics. Mean scores, percentage improvements, and class-specific progress 165 w N ed study’s purpose and methodology, and their participation was entirely voluntary. Informed consent A L S Pr was obtained from all participants, and their data were anonymized to maintain confidentiality. CIE o Results were reported in aggregate form, ensuring that no individual student’s performance could ce N ed TIF be identified. Additionally, the intervention was aligned with the academic curriculum, ensuring ing IC C that it did not disrupt the students’ regular learning process. s Bo O N This methodological framework ensured a systematic and ethical evaluation of the CLIL approach, ok FE R providing reliable insights into its potential to enhance both language and content learning in con-: E EN D er-R R individual classes, to assess the impact of the CLIL intervention on students’ learning outcomes. N ev AT Ethical considerations were carefully addressed in this study. Students were informed about the ie IO Pe IN provement rates were determined by comparing pre-test and post-test scores, both overall and by TE were calculated to provide a comprehensive evaluation of the methodology’s effectiveness. Im-U temporary education. CE I CA T'S A TIONB 4 EMPIRICAL PART A O U N T P D The scores in the Pre-Test and Post-Test were determined by evaluating students’ performance on M EO tasks designed to measure both language proficiency and content knowledge. Each section was EN PL TA E 2 scored out of 10 or 15 points, depending on its weight in the overall test, which totaled 100 points. L H 02 The Pre-Test and Post-Test were divided into two main parts: the Language Proficiency Part (50%) EA 4 and the Content Proficiency Part (50%). LT –2 H 02 The results of the CLIL intervention, measured by comparing the average pre-test and post-test 5 scores across the four university classes, are summarized in the Class-Specific Performance and Im- provement Table below. Table 1: Class-Specific Performance and Improvement. Class Key Observations Students Number of Average Pre- Average Post- Improvement Test Score (%) Test Score (%) (%) Significant improvement in listening and Class Of speaking skills, as students gained confi-30 65 82 +17 Business dence using subject-specific vocabulary during oral tasks. Moderate improvement in reading compre- Class of hension, but some students struggled with 30 63 78 +15 Business writing tasks that required critical thinking and synthesis. Strong performance in both content knowl- Class of edge and language proficiency, especially 30 68 85 +17 Marketing in problem-solving and applying learned concepts. Improved content knowledge, but lan- Marketing 30 66 81 +15 Class of guage progress was slower in this class due to limited participation in oral tasks and classroom discussions. The distribution of points and the types of tasks assessed are detailed in the Assessment Criteria Table (Table 2). 166 Table 2: Assessment Criteria and Weighting. Assessment Criteria Percentage Description & Examples TE er-R Pe IN Listening Students listened to a short lecture or discussion and answered comprehen- ie IO wN edA 10% sion questions.L S PrCIE Language Proficiency (50%) ev RNAT Writing Students completed a writing task, such as summarizing a concept or ex- : E FEREN D plaining a topic in detail. UCE I 15% CA Example: Write 150–200 words summarizing a historical event or explaining T'S A TION a scientific concept.B AOU Students delivered a short oral presentation or participated in a discussion. NT P D Speaking Reading prehension questions. ing IC C 10% Example: Multiple-choice or open-ended questions about the main idea, s BoON vocabulary, or inference. ok Students analyzed a text related to the subject matter and answered com- ed TIF Example: Identifying key points, summarizing the speaker’s main argument. oce N Content Knowledge (50%) 15% M Example: A 3-minute presentation on “Multinational Corporations,” with EO peer and teacher feedback. ENPL TAE 2 L H02 EA4 Focused on subject-specific content (e.g., history, science, or economics). Multiple-Choice Questions 20% LT–2 H Example: “Which of the following processes occurs during photosynthesis?”025 Students applied learned concepts to real-life or hypothetical situations. Scenario-Based 30% Example: “Analyze this case study and suggest three solutions based on what Problem Solving you’ve learned.” 5 CONCLUSION AND DISCUSSION The analysis of the pre-test and post-test results highlights the effectiveness of the CLIL (Content and Language Integrated Learning) methodology in improving both language proficiency and content knowledge among university students. Across the four classes, students showed an av-erage improvement of 16%, demonstrating that the integration of language learning with sub-ject-specific content creates a beneficial environment for higher education learners. Significant gains were observed in listening and speaking skills, where students became more comfortable using academic and subject-specific vocabulary in real-life and classroom contexts. Additionally, students demonstrated a 14% increase in content knowledge, particularly in tasks requiring problem-solving and critical thinking. These results confirm that CLIL not only enhances linguistic competence but also promotes deeper cognitive engagement and the practical appli-cation of knowledge. Class-specific findings revealed that Class 3 experienced the most substantial improvement (+17%), attributed to higher levels of active participation and engagement in discussions and in-teractive activities. Conversely, Class 2 showed moderate gains (+15%) but faced challenges in academic writing tasks, highlighting the need for targeted writing support. Similarly, in Class 4, limited oral participation slowed progress in speaking skills, underlining the importance of fos-tering active classroom involvement. Despite these successes, the analysis also revealed some challenges. Certain students struggled to integrate complex content with language tasks, especially in writing and problem-solving. Addi-tionally, variations in participation and engagement levels impacted the overall effectiveness of the methodology in some classes. 6 RECOMMENDATIONS To address the challenges and build on the successes of the program, several recommendations are proposed. First, structured workshops and activities focused on academic writing should be 167 w N ed oral communication skills. Methods such as debates, role-playing, and group projects should be pri-A L S Pr oritized to foster collaborative learning. Peer-to-peer evaluations can also encourage students to CIE o actively engage and learn from one another. ce N ed TIF Tailored feedback and support are critical for addressing individual challenges. Teachers should ing IC C provide personalized feedback to students struggling with specific areas, such as writing or oral s Bo O N presentations, and offer supplementary resources or one-on-one mentoring to those who show ok FE R slower progress. : E EN D er-R R writing development. N ev AT Second, increasing interactive classroom activities is essential to boost participation and enhance ie IO Pe IN mation. Providing clear templates, rubrics, and model answers can also guide students in their TE implemented to help students improve their ability to summarize, analyze, and synthesize infor-U CE I To further strengthen the program, scenario-based problem-solving tasks should be incorporated CA T'S A regularly. These activities encourage students to apply their content knowledge and language skills TION B to real-life situations, gradually increasing in complexity to build confidence and competence. Reg- A O U N ular monitoring through mini-tests or quizzes can help track progress and adjust teaching methods T P D M as needed. EO EN PL Finally, extending the duration of CLIL programs would allow students more time to adapt to the TA E 2 L H dual-focused approach, leading to greater mastery. Collecting additional qualitative data, such as 02 EA 4 student surveys or focus groups, can also provide insights into their experiences and help refine the LT –2 H methodology. 02 5 168 REFERENCES Pe INTE 1. Bereiter, Carl, and Marlene Scardamalia. 2005. Technology and Literacies: From Print Literacy to er -RRN Dialogic Literacy. In International Handbook of Educational Policy, edited by Nina Bascia, Alister evAT ie Cumming, Amanda Datnow, Kenneth Leithwood, and David Livingstone, 749–761. Springer.IO wN edA 2. Bigge, Morris L., and Samuel S. Shermis. 1998. Learning Theories for Teachers. New York: Longman.L S Pr 3. Cummins, Jim. 1984. Bilingualism and Special Education: Issues in Assessment and Pedagogy. Cle- oCIE ceN vedon: Multilingual Matters. edTIF 4. Cummins, Jim. 2005. Using Information Technology to Create a Zone of Proximal Development ingIC C 5. Department of Education, Queensland. 2002. A Guide to Productive Pedagogies: Classroom Refle- : E EN D UCE I CAT'S A ction Manual. Brisbane: Education Queensland. TIONB 6. Freire, Paulo. 1972. Pedagogy of the Oppressed. New York: Herder and Herder. Technology and Innovation in Language Education, edited by Chris Davison, 105–126. Hong Kong: ok FER Hong Kong University Press. for Academic Language Learning: A Critical Perspective on Trends and Possibilities. In Information s Bo ON 7. Marsh, David, C. Enner, and D. Sygmund. 1999. Pursuing Plurilingualism A OU NT P . Jyväskylä: University of D MEO Jyväskylä. ENPL 8. McGuinness, Carol. 1999. From Thinking Skills to Thinking Classrooms: A Review and Evaluation of TAE 2 L H Approaches for Developing Pupils’ Thinking. Research Report 115. London: Department for Educa-02 EA4 tion and Employment. LT–2 H02 9. Met, Myriam. 1998. Curriculum Decision-Making in Content-Based Language Teaching. In Beyond 5 Bilingualism: Multilingualism and Multilingual Education, edited by Jasone Cenoz and Fred Gene- see. Clevedon: Multilingual Matters. 10. Nisbet, John. 1991. Projects, Theories and Methods: The International Scene. In Teaching Thin- king, 2nd ed., edited by Martin Coles and W. D. Robinson, 25–34. Bristol: Bristol Classical Press. 11. van Lier, Leo. 1996. Interaction in the Language Curriculum: Awareness, Autonomy, and Authentici- ty. London: Longman. 12. Vygotsky, Lev S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambrid- ge, MA: Harvard University Press. AUTHOR BIOGRAPHY Tiziana Leka is a PhD candidate and lecturer with 12 years of experience in foreign language teach-ing at the University of Tirana. Her research explores the application of Techno-CLIL (Content and Language Integrated Learning) in foreign language education in Albania. She is also a polyglot. 169 w N edAL S Pr A MULTIMODAL AI FRAMEWORK FOR o CIE ce N LONGITUDINAL WORKPLACE MONITORING ed TIF AND WELL-BEING ASSESSMENT 1 ing IC C s Bo O N FE ok R Tadeu da Ponte, PhD Candidate : E EN D er-R RN evAT ieIO Pe IN Published scientific conference contribution TE 1.08 Objavljeni znanstveni prispevek na konferenci U Alma Mater Europaea University, Slovenia CE I CA T'S A TIONB AO ABSTRACT U N T P D M Monitoring employees’ states at work encompasses multiple dimensions such as performance, EO EN organizational climate perception, stress levels, and mental health. Traditionally, these are eval-PL TA E 2 uated through isolated data collections using standardized questionnaires, focusing on specific L H 02 dimensions at discrete moments. This research proposes a framework for modeling and gener-EA 4 LT –2 ating outputs, such as stress detection to prevent burnout, identification of depression precur-H 02 sors, mental health issues, and performance detractors, leveraging multimodal and longitudinal 5 data. Applications of this nature remain scarce but highlight challenges, particularly in develop- ing models applicable across varying organizational contexts, diverse populations, or temporal stages of the same individual. The methodology integrates behavioral and contextual data into a continuous monitoring system. The research aims to create standardized metrics for identifying risk factors and delivering real-time interventions to enhance work-life balance and well-being. This contributes to strategic HR decisions, aligning AI-driven interventions with contemporary workplace challenges. Keywords: Employee well-being, Multimodal data, Stress detection, Longitudinal analysis, In-terpretable AI 1 This paper was developed in conjunction with a previously accepted article, A Multimodal AI Framework for Longitudinal Student Performance Monitoring and Well-Being Assessment, presented at the INTED Conference 2025 (Ponte 2025). The author expresses gratitude to Alma Mater Europaea University and the Academicus Foundation for their scholarship support, which facilitated the completion of this research and manuscript. 170 1 INTRODUCTION Pe INTE This study proposes foundational elements for a multimodal AI framework to monitor employ- er -RRN ee well-being and performance longitudinally in workplace settings. The framework aims to: (1) evAT ieIO establish principles for integrating behavioral, physiological, and contextual data to identify risk wN edA factors such as stress and burnout; (2) outline the development of interpretable machine learning L S Pr models for actionable, real-time interventions; (3) propose strategies for scalability across organ- oCIE ceN izational contexts while addressing ethical and privacy considerations; and (4) support human re - edTIF source management strategies that balance employee well-being with productivity. By aligning ingIC C motivational theory with advanced AI technologies, this work offers a sustainable approach to s BoON workplace monitoring. okFER Motivation and performance are crucial to organizational success, as they influence employee en - : EEN D UCE I gagement, productivity, and overall well-being. Self-determination theory (SDT) highlights the CA role of fulfilling psychological needs—autonomy, competence, and relatedness—in fostering intrin -T'S A TION sic motivation and workplace performance (Deci, Olafsen, and Ryan 2017; Baard, Deci, and Ryan B AOU 2004). Organizations that prioritize supportive leadership and opportunities for skill development NT P D M see higher employee engagement, resilience, and satisfaction (Wright, Cropanzano, and Bonett EO EN 2007; Peccei, Van De Voorde, and Van Veldhoven 2019; Van de Voorde, Paauwe, and Van Veldhoven PL TAE 2 2012). Manager–employee interactions and participative leadership styles further strengthen em- L H02 ployee motivation, reduce workplace stress, and align individual and organizational goals. EA4 LT–2 H Digital collaboration tools such as Microsoft Teams, Slack, and Google Meet have broadened op-025 portunities for workplace monitoring by generating vast behavioral data streams. These platforms enable organizations to analyze login hours, meeting patterns, and task completion rates, offering actionable insights into employee engagement and stress levels (Katam 2024; Hargreaves, Clarke, and Lester 2022). Additionally, these digital traces provide insights into organizational structures and employee interactions by analyzing communication patterns across channels (Yang et al. 2022). The proliferation of these tools has generated significant “digital exhaust,” comprising behavioral data that can reveal links between work habits, health, and productivity (Polzer 2022; Yang et al. 2022). AI-enabled systems can analyze this data to predict well-being and support proactive HR interventions. Leonardi (Leonardi 2021) emphasizes that remote work environments amplify the importance of such tools in improving employee performance and engagement. Recent studies highlight the transformative potential of AI in workplace monitoring. Machine learn-ing models have demonstrated the ability to predict productivity using physiological and behavio-ral data (Awada et al. 2023), while concepts like “eigenbehaviors” provide insights into workplace engagement and efficiency (Eagle and Pentland 2009). Additionally, the GLOBEM framework illus-trates how AI systems can generalize behavioral predictions across diverse organizational contexts, addressing challenges such as data variability (Xu et al. 2022). This paper builds on these insights to propose a foundational multimodal AI framework for work-place monitoring. The key contributions include: - Aligning motivational theory with advanced AI methodologies to enhance employee well-being and performance. - Proposing principles for interpretable AI models tailored to HR applications, offering actionable insights for organizational decision-making. - Addressing ethical, legal, and privacy considerations in the design of continuous monitoring sys- tems. The following table summarizes the foundational research insights discussed in this introduction and their contributions to the framework. 171 Table 1: Research Foundations and Framework Contributions er TE Topic Key Terms Main Insight Contribution to the -R Pe IN ie IO Defining What Workplace motivation, perfor- Clear objectives and theoretical Ensures the framework focuses w N ed A to Observe mance goals, organizational foundations are essential for on meaningful, organization-L S Pr structures, manager–employee selecting relevant aspects of ally relevant data aligned with CIE ev RN Framework AT ceo interactions workplace behavior to monitor. employee engagement and ed N productivity goals. TIF ing IC C AI for Machine learning, big data, en- AI can uncover patterns and Supports advanced analytics s Bo O Extracting terprise resource planning (ERP) generate actionable insights from to identify key predictors and N Insights systems, employee behavior large organizational datasets. trends, enabling data-driven HR ok FE R patterns strategies. : E EN D Advancing Multimodal workplace analytics Multimodal data provides a holis-Expands the framework’s U CE I CA Multimodal (MWA), sensors, digital and tic view of workplace behaviors capacity to integrate diverse T'S A TION Data Analysis physical workplace settings, across diverse contexts. data streams, enriching insights B employee interactions into employee engagement and A O U well-being. N T P D M EO Using Longitudinal studies, stress, Longitudinal data links changes Provides temporal depth for EN PL Longitudinal well-being, data integration, in performance and well-being tracking trends and tailoring TA E 2 Data privacy concerns over time, addressing ethical and interventions while ensuring L H 02 technical challenges. ethical compliance. EA 4 LT –2 H 02 The subsequent sections detail the proposed framework, its methodological underpinnings, and its 5 application in corporate environments. 2 METHODOLOGY Conceptual frameworks are invaluable in corporate research and strategy, offering structured yet flexible networks of interconnected concepts to analyze and address complex workplace phenom-ena (Jabareen 2009). They play critical roles in supporting various stages of organizational deci-sion-making, from problem identification to solution implementation. Visualization techniques, such as concept maps and network graphs (e.g., minimum spanning trees), help elucidate rela-tionships between key concepts, emphasizing the hierarchical structures that influence employee performance, well-being, and engagement (Stockwell, Smith, and Wiles 2009). By transforming these frameworks into graph-based data models, businesses can enhance reasoning, simulations, and validation efforts (Ślusarczyk 2011). This approach underpins the development of a multimodal longitudinal framework for workplace data, addressing the complexities of integrating diverse data sources and ensuring temporal coher-ence. The proposed framework builds on these methodologies to achieve the following objectives: 2.1 Defining Entities Based on Organizational Theories Drawing from the reviewed motivational and organizational theories, the framework will define core entities such as employee behaviors, workplace goals, leadership strategies, and well-being metrics. These entities provide the foundation for structuring data and modeling relationships with-in corporate environments. For example, intrinsic and extrinsic motivational factors are linked to employee engagement, while leadership styles influence team dynamics and individual performance patterns. Organizational goals, such as productivity and retention, are also incorporated as essential components. 2.2 Establishing Layers for Multimodal Data Processing The framework incorporates layers dedicated to processing raw multimodal data, such as text-based communication logs, physiological signals from wearables, collaboration platform usage metrics, and social interaction dynamics. These layers transform raw inputs into structured datasets that align with predefined organizational entities, enabling the creation of comprehensive employ-ee profiles indexed by metrics such as engagement, stress levels, and performance. 172 2.3 Integrating Machine Learning for Multimodal Data Processing rates, while convolutional neural networks (CNNs) analyze facial expressions and physical posture ed NAL S Pr data captured during meetings. oCIE ceN ed 2.4 Structuring Relationships Between Entities Over TimeTIF ingIC C Graph-based visualizations and ontology-driven designs model relationships between entities, s BoON such as employee well-being, productivity, and leadership influence, over time. This structure fa - okFER clustering algorithms, address the complexities of integrating diverse data streams. For instance, re- RNAT ev current neural networks (RNNs) process sequential data like project timelines and task completion ieIO w Advanced machine learning techniques, including deep learning architectures and unsupervised TE er -R Pe IN cilitates the development of longitudinal datasets that capture changes in workplace dynamics and : E EN D employee outcomes across various timeframes. UCE I CAT'S A 2.5 Extracting Actionable Insights Using Advanced AI Techniques TIONB AO Sophisticated AI techniques, such as graph neural networks (GNNs) and federated learning, inte-U NT P D grate data from different modalities to extract actionable insights. These insights enable predictions MEO and inferences about employee well-being and productivity, supporting real-time interventions ENPL TAE 2 that address organizational challenges. L H02 By integrating conceptual frameworks with graph-based visualizations, this methodology provides EA4 LT–2 a robust structure for analyzing workplace data. For example, the framework can predict at-risk em- H02 ployees by linking engagement data with emotional states or enhance managerial effectiveness by 5 correlating leadership strategies with employee outcomes. These innovations have the potential to transform human resources analytics, providing insights that drive sustainable interventions and foster a more productive and engaged workforce. 3 THE FRAMEWORK The proposed framework aims to address three interconnected challenges in designing, implementing, and utilizing systems for monitoring employee performance, well-being, and workplace dynamics:- Technology-Driven vs. Objective-Oriented Design: Many existing workplace monitoring tools focus on available technologies rather than aligning with meaningful organizational objectives. This framework prioritizes a goal-driven approach, ensuring that technological solutions support workplace engagement, productivity, and well-being. - Data Storage vs. Actionable Insights: Organizations often collect vast amounts of employee data but struggle to translate them into meaningful insights. The proposed framework bridges this gap by structuring data processing layers that translate multimodal information into strategic decision-making tools. - Workplace Productivity vs. Employee Well-Being: There is often a tension between optimizing employee performance and maintaining a sustainable work environment. This framework inte- grates AI-driven insights with human-centric workplace policies, aiming to balance well-being with corporate goals. 3.1 Framework Structure The framework is structured into three hierarchical levels: Level 1: Relevant Information Layer This layer ensures that all collected data—whether for real-time monitoring, longitudinal analysis, or ad-hoc workplace interventions—supports informed decision-making. The information is struc-tured into HR-friendly dashboards and AI-assisted recommendations, ensuring accessibility for managers and executives. Level 2: Data Processing and Repository Layer Systematized data repositories store and process employee behavioral, physiological, and contex-tual data. This layer incorporates robust privacy measures, including encryption and anonymization, to ensure compliance with workplace ethics and data protection laws. 173 Level 3: Workplace Interaction and Sensor Layer -R RN - Workplace Behavior Sensors: Activity tracking logs from enterprise tools (e.g., Microsoft Teams, ev AT ie Slack, Zoom, Google Meet) capturing digital communication patterns. IO w er TE This layer consists of various data collection mechanisms, including: Pe IN ed NA - Physiological Wearables: Employee well-being data from devices tracking heart rate, stress levels, L S Pr and sleep quality. o CIE ce N- AI-Driven Sentiment Analysis: Real-time text and speech analysis from workplace interactions to ed TIF assess employee sentiment and engagement levels. ing IC C D EN - Communication logs from collaboration platforms. U CE I CA- Wearable sensor data capturing stress, fatigue, and overall well-being. T'S A TION- Performance tracking through project management tools (e.g., Monday.com, Asana, Trello). B A ok FER Sensor: Any workplace element that collects raw data at Level 3, including: : E s Bo O The framework operates through a set of AI-enabled components, as defined below: N N UO D T P AI-Enabled Data Treatment Agent (AIDTA): Autonomous AI models that process raw data, apply M privacy filters, and ensure noise reduction. These agents convert unstructured data into structured EO EN PL datasets while discarding non-essential information. TA E 2 L H Systematic Databases (SDB): Secure repositories storing continuous workplace data, ensuring com- 02 EA 4 pliance with corporate policies and ethical AI principles. LT –2 H 02 AI-Enabled Relevant Information Agent (AIRIA): Advanced AI models that synthesize systematic da- 5 tabases into workplace-relevant insights, including: - Personalized wellness recommendations for employees.- Workload optimization based on team collaboration patterns.- Real-time alerts for burnout risk detection. Interfaces: Predefined dashboards for HR professionals, team leaders, and executives, presenting visualizations and actionable insights from AI-generated reports. By integrating these elements, the framework provides a structured, ethically responsible, and AI-enhanced approach to monitoring employee well-being and productivity in modern corporate environments. The following diagram visually represents the proposed framework, illustrating the interrelation between its three levels: relevant information, data repositories, and the physical and relational environment. Each level is supported by defined artifact types such as sensors, AI-ena-bled data treatment agents (AIDTAs), systematic databases (SDBs), AI-enabled relevant information agents (AIRIA), and user interfaces. This hierarchical representation underscores the flow of data and information, highlighting how raw inputs from sensors are processed into actionable insights through a structured and scalable architecture. Figure 1: Visual representation of the multimodal AI framework for workplace monitoring, show-casing the three levels: relevant information, data repositories, and the physical and relational environment. Artifact types such as sensors, AIDTAs, SDBs, AIRIAs, and interfaces are also depicted. 174 digital tools, there is a risk of focusing too heavily on computational outputs while neglecting or- w N edA ganizational objectives or inadvertently exposing sensitive employee data.L S PrCIE o ceN 3.2 Backward Goal-Oriented, Liability-Controlling, and Cost-Effective Design edTIF ingIC C The proposed framework adopts a backward goal-oriented approach, aligning all system compo- s BoO nents and processes with clearly defined organizational objectives and outcomes. This ensures that N okFE the system is not driven solely by available technologies or methods but is purpose-built to address R : EEN specific goals related to employee performance, well-being, and productivity. By working back dressed, avoiding imbalances in the system’s design. For example, if a system is primarily driven by er-R RN evAT the adoption of a new technology for collecting employee behavior data in the workplace through ieIO formance and well-being ensures that all interdependencies between the defined levels are ad Pe IN -TE Considering this structure in the design and planning of a system for monitoring employee per- ward from these objectives, the framework emphasizes relevance, practicality, and alignment with - DU CE I CAT'S A organizational mission and strategy. TIONB AOU 3.2.1 Backward Goal-Oriented Design NT P D MEO Definition: This design approach starts by identifying the ultimate goals of the system (e.g., en- ENPL TAE 2 hanced employee engagement, reduced turnover rates, improved well-being) and then works L H backward to define the necessary processes, data sources, and technologies.02 EA4 LT Implementation:–2 H02- Entities, variables, and relationships within the framework are defined based on their contribu -5 tion to achieving corporate and human resource management goals. - Sensors and data processing agents (e.g., AIDTAs) are configured to capture only the data neces- sary for these goals, avoiding unnecessary complexity and data overload. 3.2.2 Liability Controlling Data Privacy and Ethical Safeguards: - The framework incorporates robust mechanisms for privacy protection, ethical compliance, and liability reduction, ensuring adherence to data protection regulations and ethical standards. - Sensitive data is anonymized, and unnecessary data is discarded at early stages, reducing risks of misuse or unintended exposure. Accountability: - Systematic data logging and transparent operations ensure traceability of decisions, enabling stake- holders to understand how insights are derived and manage organizational liability effectively. 3.2.3 Cost-Effectiveness Optimized Resource Allocation: - By focusing on backward design, the framework eliminates redundant processes and avoids over-engineering. Resources are allocated only to technologies and methods directly contribut- ing to system objectives. Long-Term Financial Sustainability: - The framework balances short-term cost savings with long-term economic benefits. For exam- ple, it demonstrates how improved employee outcomes (e.g., higher engagement and produc- tivity) contribute to financial advantages for the organization. - AI-enabled data agents (AIDTAs and AIRIAs) automate labor-intensive tasks such as data analysis, increasing operational efficiency while reducing costs. 3.3 Case Example: Workplace Monitoring via Digital Tools When implementing a system to monitor workplace behavior using digital tools: 1. Goal Alignment: Data collection is tailored to organizational objectives, such as identifying pat- terns in employee engagement rather than focusing on computational features unrelated to performance outcomes. 175 er-R RN 3. Cost-Effectiveness: The system avoids over-reliance on costly proprietary technologies by employ-ev AT ing scalable AI agents to transform digital data into actionable insights. ie IO Pe IN the point of collection, and ethical guidelines are strictly enforced to prevent misuse. TE 2. Liability Control: Sensitive data, such as activity logs or communication patterns, is anonymized at w N edA The backward goal-oriented, liability-controlling, and cost-effective design ensures that the frame-L S Pr work is purposeful, ethical, and economically viable. By prioritizing outcomes, safeguarding em-o CIE ce N ployee privacy, and optimizing resource use, the framework supports sustainable and impactful ed TIF monitoring systems in corporate environments. ing IC C ok FER : E s Bo ON Figure 2: Design premises summarizing key points for framework implementation. D EN U CE I CA T'S A TIONB AOU NT P D MEO ENPL TAE 2 L H02 EA4 LT–2 H025 4 DISCUSSION AND CONCLUSIONS The proposed framework advances the field of workplace monitoring by integrating multimodal data streams and aligning its design with organizational objectives. It addresses critical challenges in data collection, ethical management, and the generation of actionable insights. By incorporat-ing AI-enabled agents, the framework facilitates the processing of complex multimodal and lon-gitudinal data, ensuring a scalable and systematic approach adaptable to diverse corporate envi-ronments. This integration links employee well-being and performance metrics to organizational outcomes, laying the foundation for workplace strategies aligned with long-term economic and operational goals. Despite its potential, the framework faces challenges that must be addressed to ensure success-ful implementation. Legal and regulatory compliance is critical, as organizations must navigate labor laws, union restrictions, and platform-specific privacy requirements. Potential risks include employee resistance to monitoring, workplace disputes, and the misuse of data, which could re-sult in unintended legal or ethical consequences. Robust governance mechanisms, transparent communication, and adherence to established legal frameworks are essential for fostering trust and mitigating these risks. Ethical considerations also play a pivotal role in the framework’s implementation. Ensuring employ-ee consent and transparency is crucial, requiring clear communication about data collection mech-anisms and the provision of controls over personal information. Regular audits and adjustments to machine learning models are necessary to mitigate potential biases related to gender, ethnicity, or job roles. Scalability must also be prioritized, ensuring adaptability across diverse industries, corpo-rate cultures, and operational models. Additionally, future iterations of this framework should consider a deeper integration of the em-ployee perspective. While the current design emphasizes organizational goals, future work should focus on empowering employees by addressing their specific needs and providing tools to support their decision-making processes. This could include personalized recommendations for workload management, stress reduction, and skill development opportunities, further enhancing the frame-work’s relevance and value to employees. 176 interfaces, while the proliferation of IoT devices enhances the collection of relevant workplace data. w N edA These developments position the framework as a practical and scalable solution for organizations L S PrCIE seeking to integrate well-being and performance objectives. o ceN ed To fully realize the potential of this framework, future research should focus on validating its scal-TIF ingIC C ability and adaptability across varied organizational settings. Pilot studies are essential for testing s BoO functionality and ensuring alignment with organizational goals, particularly in industries with di-N okFE verse operational dynamics. Further exploration of domain-specific AI techniques is necessary to R : EEN enhance data processing and deliver tailored solutions for employers and employees alike. retrieval-augmented generation (RAG), have made these systems more accessible and cost-effec er --R RN evAT tive. Furthermore, no-code and low-code development tools simplify the creation of user-friendly ieIO monitoring systems. Innovations in artificial intelligence, such as large language models (LLMs) and Pe INTE Recent technological advancements have enhanced the feasibility of implementing sophisticated U CE I D Ultimately, the framework aims to establish sustainable strategies for monitoring and enhancing CA T'S A TION workplace well-being and productivity. By addressing scalability, legal compliance, ethical con-B cerns, and the inclusion of employee-centric features, the proposed framework holds the potential AOU NT P D to transform workplace monitoring into a tool that not only drives organizational success but also MEO empowers employees, fostering a supportive and balanced work environment. ENPL TAE 2 L H02 EA4 LT–2 H025 177 Pe REFERENCES IN TE er 1. Awada, Mariam, Burcin Becerik-Gerber, Gale Lucas, and Shawn C. Roll. 2023. Predicting Office -R R N Workers’ Productivity: A Machine Learning Approach Integrating Physiological, Behavioral, and ev AT ie IO Psychological Indicators. Sensors 23 (9): 4576. w N ed A L S 2. Baard, Paul P., Edward L. Deci, and Richard M. Ryan. 2004. Intrinsic Need Satisfaction: A Motivati- Pr onal Basis of Performance and Well-Being in Two Work Settings. Journal of Applied Social Psycho-o CIE ce N logy 34 (10): 2045–68. https://doi.org/10.1111/j.1559-1816.2004.tb02690.x. ed TIF ing IC C 3. 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Nature Human Behaviour 6: 43–54. https://doi.org/10.1038/s41562-021-01196-4. 178 Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO THE IMPACT OF A MENTAL HEALTH PROMOTION w N edAL S Pr 1 PROGRAMME ON DEPRESSION AWARENESS oCIE ceN edTIF ingIC C Lilijana Šprah, EN PhD, Senior Research Associate D UCE I Research Centre of the Slovenian Academy of Sciences and Arts, Sociomedical Institute, Slovenia CAT'S A TIONB A Research Centre of the Slovenian Academy of Sciences and Arts, Sociomedical Institute, Slovenia ok FER : E Nataša Dernovšček Hafner, PhD, Research Associate s Bo ON Mood disorders are widespread, with anxiety and depression predominating. Depression af- D M EO ENPL ABSTRACT O N UT P fects thirteen percent of the population and is a major public health problem. In 2017, Slovenia TA E 2 launched a mental health promotion programme called Improving Literacy on Mood Disorders L H 02 EA4 (OMRA). Built on the concept of mental health literacy (MHL), the programme provides psychoed- LT–2 H02 ucational workshops and an online platform designed to enhance MHL, with a particular empha-5 sis on mood disorders. We examined the level of knowledge about depression among the 1,485 participants of the online and on-site workshops, who were asked to complete a questionnaire on the characteristics and treatment of depression before and after the implementation of the psychoeducational topic set on depression. The results show that the average knowledge about depression after the OMRA workshop was 25.5% (p<0.001) higher than before the workshop. Of the socio-demographic variables - gender, age, place of residence, education and employment status- the gender variable had the greatest impact on knowledge of depression, with women responding better on average than men (p=0.024). The OMRA programme will continue to ad-dress the social and economic burden of mental disorders by improving access to information and reducing the stigma associated with mental health. Keywords: Mental health literacy, Mood disorders, Depression, OMRA programme 1 This work was prepared within the framework of the research program group Studies on Distress and Being Well (code: P5-0115-23), co-funded by the Research and Innovation Agency and the Slovenian Academy of Sciences and Arts. There were no sponsors that would have caused a potential conflict of interest for the authors of the article. 179 Pe 1 INTRODUCTION IN TE er-R R A recent Eurobarometer survey by Eurobarometer (2023) confirms that almost half of the EU popu-N ev AT lation (46%) has suffered from emotional or psychosocial problems in the last year, with depression ie IO w and anxiety disorders predominating (European Commission 2023). Depression as one of the most N ed A L S common mental disorders is often associated with considerable negative consequences. According Pr to the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) 2019, depressive disorders o CIE ce N account for the highest proportion of DALYs for mental illness (37.3 %), followed by anxiety disorders ed TIF (22.9 %). These disorders often occur together and increase both the overall burden and severity of ing IC C the illness (Penninx et al. 2011). Although evidence-based treatments such as psychotherapy and s Bo O N pharmacotherapy are available, treatment is still rarely utilised (Kamenov et al. 2017) which further ok FE R : E emphasises the need for prevention strategies and improved early diagnosis and intervention. EN D U CE I Despite their high prevalence, mental disorders often go unrecognised. Research shows that there CA T'S A is a significant gap in the appropriate treatment of those who seek professional help (Johnson et al. TION B 2020). The decision to seek help is also influenced by several factors. One key factor is recognition A O U N T P — whether a person perceives their problem as a mental disorder. Studies show that a significant D M proportion of the public do not recognise mental disorders (Hendersonm et al. 2013). Many equate EO EN PL these disorders with psychosocial distress, stress or personal vulnerability rather than a legitimate TA E 2 L H health problem (Altweck et al. 2015; Lauber et al. 2003). This perception influences help-seeking 02 EA 4 behaviour, interest in treatment and belief in its effectiveness (Amy et al. 2014). LT –2 H 02 Raising awareness and educating the public about mental disorders and their effects is most effec-5 tively achieved through the concept of Mental Health Literacy (MHL) (Kutcher et al. 2016). MHL refers to a set of cognitive and social skills that help individuals to maintain good mental health, under-stand mental disorders and their treatments, reduce stigma, recognise when and where to seek help, develop strategies to improve mental health care and support self-care (Jorm 2012). Recent studies are increasingly focussing on the concept of MHL competence. Research reveals that higher MHL can reduce the risk of depression and anxiety by helping people avoid unhealthy behaviours that contribute to mental health problems (Zhong et al. 2024). However, studies suggest that MHL is insufficient worldwide (Dang et al. 2020) and poor MHL may increase the risk of depression and hin-der effective mental health management (Magallón-Botaya et al. 2022). Recently, specific tools are being rapidly developed to assess knowledge and understanding of specific mental disorders, e.g. knowledge of anxiety (Furnham and Lousley 2013), depression (Wei et al. 2017) and schizophrenia (Loureiro et al. 2015). To improve MHL, psychoeducation has proven to be a highly effective approach (Salazar de Pablo et al. 2020). As a specialised form of education, it is primarily aimed at helping people with mental disorders to develop a deeper understanding of their mental health problems. In addition, patients and their families are taught practical strategies to deal with symptoms, improve coping skills and navigate the challenges of mental disorders (Walsh 2009). 2 PURPOSE AND GOALS In 2017, we launched in Slovenia a new mental health promotion and prevention programme, OMRA (acronym: “Increasing Mental Health Literacy to Manage Mood Disorders”), in a format and with a con-tent that was not previously established in Slovenia (Šprah 2019). The programme was based on the MHL concept, with the central aim of improving literacy about mood disorders (depression, anxiety disorders, bipolar disorder) among the general public. Various tools and approaches were developed for this purpose (www.omra.si). One of the activities was the implementation of workshops on recog-nising and solving problems related to stress, depression, anxiety and other mental disorders using a psychoeducational approach. The workshops were conducted both on-site and online. The aim of the present study was to examine participants’ levels of depression literacy before and after attending the workshops and to determine whether selected socio-demographic variables also influence levels of depression literacy. The main hypothesis of the study was that participation in a psychoeducational workshop on depression would increase the participants’ level of depres-sion literacy. 180 3 METHODS Pe INTE 3.1 Description of the study sample er -RRN evAT The study involved participants from 58 on-site workshops and 35 online workshops on the topic ieIO wN of “Stress causes distress, empower yourself!”, which took place between October 2018 and March edAL S 2024. Of the 2,152 workshop participants in total, 1,485 were included in the study. Those who Pr oCIE submitted incomplete or invalid questionnaires or did not complete the questionnaire at all were ceN ed excluded from the study. More detailed socio-demographic characteristics of the participants who TIF ingIC C took part in the study of the impact of the workshops on depression literacy are shown in Table 1. s BoONFE ok 3.2 Instruments and methods for data collectionR : EEN D The Depression Literacy Questionnaire (D-lit; Australian National University, National Institute for UCE I Mental Health Research) (Griffiths et al. 2004; Gulliver et al. 2012), an established questionnaire in CAT'S A TION this field, was used to assess depression literacy. The questionnaire has good psychometric prop -B AO erties; internal consistency α = 0.70; test-retest reliability r = 0.71, p = 0.02. It was translated into U NT P D Slovenian for use in the OMRA workshops. The D-lit questionnaire consists of 22 statements about MEO depression and its treatment. For each statement, participants ticked TRUE if they thought the state- ENPL TAE 2 ment was true, or FALSE if they thought the statement was false. In the D-lit questionnaire, we also L H introduced a “DO NOT KNOW” response category if participants had no opinion on the statement or 02 EA4 did not know the answer. This was to avoid forced choice of answers and guessing in cases where LT–2 H02 respondents were unsure of their answer. Correct answers were scored with one point, incorrect an-5 swers and not knowing were scored with zero points. The highest total score on the questionnaire was 22 points and the lowest zero points. When registering for the OMRA workshop, participants also signed a voluntary informed consent that they would take part in the study. The research protocol was approved by the Commission of the Republic of Slovenia for Medical Ethics (No. 0120-95). Before and after the 60-minute OMRA psychoeducation workshop on depression, participants in the online/on-site workshops were asked to complete a questionnaire on depression literacy (D-lit). In the field workshop they received a printed questionnaire, while in the online workshop they received a link to the online questionnaire on 1KA. The first group of questions in the questionnaire related to basic socio-demographic information (gender, age, education, place of residence, marital status), followed by D-lit items. 3.3 Data collection and statistical analysis The questionnaires were completed anonymously. The data was transferred to the corresponding database. The statistical processing of the data was carried out using the software package IBM SPSS Statistics 22. We checked whether there was a significant difference between the data collected with the ques-tionnaires in the on-site workshops and the data from the online workshops. We found that the proportion of participants who answered the D-lit questionnaire correctly after the workshops was comparable, as the differences were not statistically significant (Mann-Whitney U test: p < 0.05), suggesting that the content of the workshops is appropriately designed and the effects are com-parable regardless of how the workshops are conducted. Therefore, we analysed the impact of the workshops on a pooled sample of on-site and online workshops (N = 1,485). The internal consistency coefficient (α) of the D-lit questionnaire was 0.83. As the questionnaire data deviated statistically significantly from a normal distribution (Kolmogorov-Smirnov test; p < 0.01), non-parametric statistical tests were used in the following data analysis. The Wilcoxon Signed Ranks Test was used to test the effect of the workshops on depression literacy, and the Kruskal-Wallis test and Mann-Whitney U test were used to test the association between the D-lit questionnaire scores and selected socio-demographic variables. 181 Pe 4 RESULTS IN TE er-R R 4.1 Sociodemographic characteristics of the study participants N ev AT Of the 2,152 people who took part in the workshops, 69 % were included in the analysis of the impact ie IO w N ed of the workshops. Participants who submitted incomplete, invalid or no questionnaires were excluded A L S Pr from the study. The detailed socio-demographic characteristics of the study sample are listed in Table 1. o CIE ce N ed TIF Table 1: Sociodemographic characteristics of the study participants (N = 1,485). ing IC C Gender Age Place of residence Education Employment status s Bo O N (%) (Mean age + SD) (%) (%) (%) ok FE R : E EN Female: 87.9 M=44.27 (SD+ 12.12) Urban: 48.6 Primary school or less: 2.5 Student: 3.8 D U CE I Male: 12.1 M=42.70 (SD+ 10.95) Rural: 51.2 Shorter school education: 0.5 Employed: 79 CA T'S A TION Vocational school: 4.5 Not employed: 10.6 B A O U Secondary school: 15.5 Retired: 6.6 N T P D M Higher education: 12.3 EO EN PL Faculty, university: 54.3 TA E 2 L H 02 Master’s or doctorate: 10.3 EA 4 LT –2 H 02 The study sample was dominated by women. The age structure was similar for both genders, with 5 an average age of over 40. In terms of place of residence, about half of the participants came from an urban environment and were educated at a faculty or university level. 79 % of the participants were employed. 4.2 Impact of the OMRA workshops on depression literacy level The level of depression literacy was assessed in 1,485 participants of the OMRA workshops using the D-lit questionnaire before and after the OMRA workshops. The results showed that the depression literacy level after the workshops was significantly higher than before the workshops (Wilcoxon Signed Ranks Test; Z = 25,580, p<0.001). The proportion of participants who achieved a higher score after the workshop increased by 25.5%, and the proportion of participants who gave a wrong or ‘don’t know’ answer significantly decreased (Figure 1). Figure 1: Comparison of the proportions of correct, wrong and “don’t know” answers on the De-pression Literacy Questionnaire (D-lit) before and after the OMRA workshops. In order to check which items were most frequently ticked incorrectly by the study participants be-fore the workshops, we also analysed the answers to each item on the questionnaire (Table 2). The proportion of people who gave the correct answer for the same items increased after the work-shops. The most outstanding items with over 40 % incorrect answers before the workshops are list-ed in Table 2. The most outstanding item was “Clinical psychologists can prescribe antidepressants”, for which the proportion of wrong answers decreased by 39.1 % after the workshops. 182 wrong or with “don’t know” by the study participants before the psychoeducation workshops. Pe INTE Table 2: Presentation of the items of the D-lit questionnaire that were most frequently answered Proportion of the sam- er-R RN Proportion of the sam- Difference in the evAT ple with the wrong ple with the wrong proportion of wrong ieIO Questionnaire (D-lit) items w answer BEFORE the answer AFTER the wor- answers BEFORE and N edA workshops take place kshops take place AFTER the workshopsL S Pr (%) (%) (%) oCIE ceN Counselling is as effective as cognitive ed 67.6 34.4 33.2TIF behavioural therapy for depression. ingIC C 4.3 Effect of socio-demographic variables on the level of depression literacy Clinical psychologists can prescribe s Bo ON 65.4 26.3 39.1 antidepressants. okFER : E Many treatments for depression are more EN 50 34.6 15.4 D effective than antidepressants. UCE I CAT'S A Moderate depression disrupts a person’s life 46.2 31.2 15 TION as much as multiple sclerosis or deafness.B AOU N People with depression often speak in a T P D 42.1 16.7 25.4 M rambling and disjointed way.EO EN Cognitive behavioural therapy is as effective PL TAE 2 as antidepressants for mild to moderate 43.3 19.6 23.7 L H02 depression. EA4 LT–2 H025 The results of the data analysis showed that gender had a significant influence on the questionnaire scores, with women having a higher level of depression literacy compared to men (Mann-Whitney U Test, p = 0.024). Age and place of residence had no significant influence on the level of depression literacy (Kruskal-Wal-lis Test; p = 0.306; p = 0.451). The level of education also does not appear to be a significant factor influencing the overall level of depression literacy (Kruskal-Wallis Test, p = 0.075). However, when comparing specific educational categories, participants with a university degree were found to have a higher level of depression literacy than participants with a primary school degree (p = 0.038) or a shorter school education (p = 0.043). Although overall employment status had no significant effect on level of depression literacy (p = 0.115), comparisons between status groups showed that employed participants on average had higher level of depression literacy than students (p = 0.018). 5 DISCUSSION The aim of the present study was to investigate the effects of psychoeducation workshops on de-pression literacy and to determine which sociodemographic variables might be associated with higher depression literacy. The study was motivated by data showing an increase in mental health problems in virtually all developed countries, and consequently the growing importance of men-tal health promotion and mental disorder prevention interventions (Guerrero et al. 2024), which is also promoted by the World Health Organisation in the “Mental Health Action Plan 2013-2030” (WHO 2021). The burden of mental disorders is considerable at both a societal and economic lev-el. It is estimated that the cumulative global impact of mental disorders in terms of lost economic output between 2011 and 2030 is USD 16.3 trillion (World Economic Forum, 2011). People with mental disorders are disproportionately affected by disability and mortality (Olfson et al. 2015). For example, people with major depression and schizophrenia have a 40 % to 60 % higher risk of dying prematurely from physical health problems such as cancer, cardiovascular disease, diabetes and HIV infection, as well as suicide, than the general population. Depressive disorders, along with anxiety, are the most common mental disorders in modern society (Herrman et al. 2019), and depression alone accounts for 4.3 % of the global burden of disease and is one of the largest single causes of disability in the world (11 % of all disability-adjusted life years worldwide). However, of all chronic, non-communicable diseases, mental disorders are those about which there are the most different views and beliefs among the lay and professional public. There is often prej- 183 w N the economy and society, it is possible to at least mitigate the situation by recognising and acting ed A L S Pr early. Researchers report various intervention modalities that can positively influence the level of CIE o information about mental health problems and the appropriate utilisation of professional help ce N ed (Magallón-Botaya et al. 2023), based on the construct of MHL (Jorm 2012). TIF ing IC C In the present study, we also used the MHL model to develop an intervention to promote depression s Bo O N literacy using the OMRA psychoeducational workshops (Šprah 2022). We used a well-established ok FE R depression literacy questionnaire (Griffiths et al. 2004; Gulliver et al. 2012). In the present study, : E EN D er-R R do not seek professional help. The most common reasons are denial, lack of awareness and stigma-N ev AT tisation (Andrade et al. 2014). Despite the heavy burden that mental disorders place on individuals, ie IO Pe IN 2026). Research shows that around half of people who need treatment for mental health problems TE udice and misinformation, which also has a negative impact on help-seeking (Thornicroft et al. CA workshop between October 2018 and March 2024 (N = 2,152). 1,485 workshop participants were T'S A TION U CE I we included a sample of OMRA workshop participants who attended either an online or an on-site N T P D ing responses and where participants had given their informed consent. Unfortunately, the sam- M EO ple structure was biased in several ways, as more women than men participated in the workshops, EN PL TA E 2 more than half of the participants had a university degree and were regularly employed (79 %). This L H A BO study, where we included only D-lit questionnaires that were correctly completed, with no miss-U included in the data analysis. The sample dropout (32 %) was due to the inclusion criteria of the EA 02 is consistent with some research findings suggesting that women are more likely to participate in 4 mental health promotion activities than men. This trend is influenced by various factors, including LT –2 H 02 social support networks, gender roles and societal expectations (Johansen et al. 2021; Comacchio 5 et al. 2022). Research also shows that people with higher levels of education are more likely to engage in preventive health activities (Raghupathi and Raghupathi 2020). In our study, we tested the hypothesis that OMRA psychoeducation workshops on depression (based on the MHL construct) have an impact on the level of depression literacy of workshop participants. The hypothesis can be accepted as the results showed that the level of depression literacy after the workshops was 25.5 % higher than before the workshops. Considering that the Slovenian version of the D-lit questionnaire has comparable characteristics (α = 0.83) to the original version of the D-lit (α = 0.7) and that a relatively large sample was included in the study, it can be concluded that the results of the study are sufficiently reliable and confirm the effectiveness of the OMRA workshops in terms of raising awareness of the characteristics of depression and the effects of treatment. Studies inves-tigating the effects of different interventions on changes in MHL levels do not always provide clear results, not least because the interventions vary widely in design and content, as do the tools used to monitor their effects. However, there is a prevailing trend from the study findings that knowledge of certain mental disorders increases following interventions to manage mental health problems (Bri-jnath et al. 2016; Pérez-Flores and Cabassa 2021). For example, Taylor-Rodgers and Batterham (2014) reported that knowledge about anxiety increased after an online psychoeducational intervention, while the psychoeducational intervention had no significant effect on knowledge about depression. A meta-analysis of a widely used Australian Mental Health First Aid Training programme (Morgan et al. 2018) found that participants in this programme had a significant increase in MHL. The results of our study also reveal that the treatment of depression is still an area in which there are many prejudices and also poor knowledge about the characteristics of the individual therapeu-tic interventions. The individual responses suggest that the public is still not well informed about antidepressants and other approaches to treating depression. This is particularly evident in some of the items on the D-lit questionnaire: before the workshop, over 60 % of participants thought that counselling is more effective than cognitive behavioural therapy and that clinical psychologists can prescribe antidepressants, and 50 % of participants thought that many treatments for depression are more effective than antidepressants. After the workshops, the proportion of correct answers to these items increased to an average of 30 % of the sample. In our study, we also investigated whether the effect of psychoeducation workshops on depression is influenced by sociodemographic variables. The results showed that gender was most strongly as-sociated with the level of depression literacy, with women having a higher level of depression liter-acy in compare to men. Educational level and employment status generally did not appear to have a significant effect on level of depression literacy. However, in the post-hoc analysis, participants with 184 that, on average, employed participants had higher depression literacy than students. The results er-R RN evAT of our study are consistent with several other studies in which gender, education and employment ieIO primary school degree and a shorter school education. Comparisons between status groups showed Pe INTE a university degree were found to have a higher level of depression literacy than participants with a status have been associated with higher levels of MHL. Studies have found that women generally w N edA have higher MHL than men. This disparity could be due to societal norms that encourage women to L S PrCIE be more open with their feelings and seek help, while men may be stigmatised for expressing their o ceN vulnerability (Blom et al. 2024). A higher level of education is associated with better MHL. Educated edTIF people are more likely to recognise the symptoms of mental disorders and know the importance of ingIC C level of health literacy (Svendsen et al. 2020). : E EN D UCE I CAT'S A The results of the present study are in line with comparable international studies in this field, but it TIONB is proper to point out some limitations that could also influence the nature of the results. Firstly, the a stable employment relationship tend to have higher health literacy levels. This suggests that em- ok FER ployment status, in conjunction with income and education, plays a crucial role in determining the seeking professional help (Burger and Strassmann Rocha 2024). Research shows that people with s Bo ON depression literacy tool used is not standardised for use in Slovenia, so certain items may have led A OU NT P D M to an inconsistent understanding of their content and consequently to biased responses from par-EO ENPL ticipants. In addition, the sample on which the survey was conducted contains certain biases, such TAE 2 L H as the predominance of women, the predominance of university graduates and the high proportion 02 EA4 of participants with regular employment status. The psychoeducational workshops were conducted LT–2 H both on-site and online. The statistical analysis showed that there were no statistically significant 025 differences in depression literacy between the two formats. However, we cannot completely rule out the possibility that participants in the online workshops “cheated” by not completing the ques-tionnaires themselves, or that they were connected to the online workshop but did not follow the content. The online workshops showed that they were mainly attended by people who have digital skills, have access to the internet and are predominantly under 50 years old. 6 CONCLUSION The present study investigated the effects of OMRA psychoeducation workshops on depression literacy and examined the relationship between socio-demographic variables and levels of depression litera-cy. The results confirm that participation in the workshops significantly improved participants’ under-standing of depression, with an overall increase in depression literacy of 25.5 after the intervention. These results suggest that structured psychoeducation based on the Mental Health Literacy (MHL) mod-el may be an effective strategy for improving public knowledge about depression and its treatment. The study also shows that there are still misconceptions about the treatment of depression. Prior to the workshops, a significant proportion of participants had misconceptions about the effective-ness of therapeutic interventions and the role of clinical psychologists in prescribing medication. Although the workshops led to an increase in correct responses, these misconceptions remain an important area for targeted mental health education. In terms of socio-demographic influences, the study found that gender was the most important fac-tor associated with depression literacy, with women showing higher level of knowledge than men. While education and employment status did not show a strong overall effect, a post-hoc analysis revealed that university graduates had higher levels of depression literacy than those with lower levels of education, and employed participants had higher levels of literacy than students. 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BMC Public Health 24(1): 2721. ing IC C s Bo ON AUTHOR BIOGRAPHIES ok FE R : E EN D Nataša Dernovšček Hafner , PhD, is a psychologist and research associate at the Sociomedical In-U CE I stitute of the Research Centre of the Slovenian Academy of Sciences and Arts. Her work focuses on CA T'S A TION mental health literacy and in particular on the psychosocial challenges and opportunities of differ-B A O ent population groups. U N T P D Lilijana Šprah , PhD, is a Senior research associate and Head of the Sociomedical Institute at the M EO Research Centre of the Slovenian Academy of Sciences and Arts. Her work focuses in particular on EN PL TA E 2 mental health in various contexts and on the implementation of evidence-based promotion and L H 02 prevention activities. EA 4 LT –2 H 02 5 188 THE INFLUENCE OF SOCIAL MEDIA USAGE AND w N edAL S Pr o ONLINE BEHAVIOUR ON ATTITUDES TOWARD CIE ceN edTIF ARTIFICIAL INTELLIGENCE ingIC C s BoONFE ok Elona Hasmujaj, PhD, LecturerR : EEN University of Shkoder, Albania Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO U CE I D ABSTRACT CA T'S A TIONB AOU NT P D As AI technologies become more present in everyday life, yet little is known about the psycho- MEO logical factors influencing public perceptions in developing countries. This study examines the ENPL TAE 2 relationship between social media usage and attitudes toward artificial intelligence (AI) among L H02 participants from various cities in Albania. The sample consisted of 250 participants (205 females EA4 and 45 males), aged 18 to 50 years, selected through non-probability sampling with online LT–2 H02 administration. The AI Attitude Scale (AIAS-4), developed by Grassini (2023), was employed to 5 assess attitudes toward AI and their association with patterns of internet usage. The results re- vealed no significant differences in AI attitudes based on gender or age group. However, time spent online emerged as a significant factor, with participants spending over six hours daily on the internet demonstrating the most positive attitudes toward AI. Furthermore, the type of on-line activity influenced perceptions: individuals using the internet for gaming displayed more favourable attitudes compared to those engaging in erotic content, who exhibited the least pos-itive views. These findings contribute to shed light on the influence of social media and online behaviours on AI perceptions, offering valuable insights into how specific usage patterns shape attitudes toward AI. The study highlights the importance of understanding these dynamics to inform the development and integration of AI technologies in various domains. Keywords: Artificial intelligence, Social media usage, AI attitudes, Psychological factors. 189 Pe 1 INTRODUCTION IN TE er-R R Artificial intelligence (AI) is reshaping more and more aspects of modern society, driving innova-N ev AT tions in healthcare, education, communication, and entertainment. As this transformative technolo-ie IO w gy becomes an integral part of everyday life, understanding the factors that influence public attitudes N ed A L S toward AI is paramount. While AI holds the promise of simplifying processes, increasing efficiency, and Pr solving complex problems, its rapid advancement has also raised concerns about ethics, privacy, and o CIE ce N job displacement (Brynjolfsson and McAfee 2014). These diverse perceptions underscore the impor-ed TIF tance of investigating the psychological, social, and cultural dimensions that shape attitudes toward ing IC C AI. Social media has emerged as a powerful tool for disseminating information and shaping opinion s Bo O N in the digital age. Platforms such as Facebook, Instagram, Twitter, and TikTok not only facilitate glob-ok FE R : E al connectivity, but also play a crucial role in shaping users’ perceptions of technological advances, EN D U CE I including AI (Van Dijck 2013). The type and frequency of online interactions often influence how in-CA T'S A dividuals perceive emerging technologies. For example, exposure to AI-related content through ed-TION B ucational and professional networks can foster positive attitudes, while sensational or negative por- A O U N trayals on social media can contribute to skepticism or fear (Koul and Ethel 2021). Research has also T P D M shown that extended internet use, particularly on platforms that emphasize user-generated content, EO EN is associated with higher familiarity and acceptance of digital technologies (Kemp 2022). Despite the PL TA E 2 global proliferation of AI technologies, studies on public attitudes toward AI have focused primarily L H 02 EA 4 on developed countries, leaving a significant gap in understanding within developing countries. This LT –2 study focuses on Albania, a nation experiencing rapid digital transformation and increasing engage-H 02 ment with AI applications. The research aims to explore the relationship between social media use, 5 online behaviour, and attitudes toward AI among Albanian internet users. By examining demographic factors, time spent online, and specific online activities, the study seeks to uncover patterns that influ-ence perceptions of AI. This insight is essential for policymakers, educators, and technology developers who aim to foster informed and constructive engagement with AI technologies. This investigation draws on existing theoretical frameworks and empirical evidence to address key questions: How does the amount of time spent online influence attitudes toward AI? What role do different types of online activities, such as gaming, educational content, or entertainment, play in shaping perceptions? Are there significant differences in attitudes toward AI across demograph-ic groups, including age and gender? By addressing these questions, this study contributes to the growing literature on the interaction between digital behaviour and technology acceptance, pro-viding a basis for future research and policy development. 2 METHODS 2.1 Research Design This research used a quantitative design to examine the relationship between social media use, online behaviours, and attitudes toward artificial intelligence (AI). The study focused on exploring how different variables, such as gender, age, time spent online, and types of online activities, are related to individuals’ perceptions of AI. 1.2 Participants The research sample consisted of 250 participants who were selected from different cities in Albania. A non-probability sampling method was used, where participants were not selected randomly, but based on their accessibility and willingness to participate. This method enabled the collection of data from a diverse group, although it may limit the generalizability of the findings to the wider popula-tion. The sample consisted of 205 females and 45 males, with an age range of 18 to 50 years, ensuring that the sample represented a wide range of age groups. This demographic distribution was inten-tional to observe possible differences in attitudes towards AI across genders and age groups. 2.3 Measurement Tool The main tool used to assess participants’ attitudes towards AI was the AI Attitude Scale (AIAS-4), developed by Grassini in 2023. This scale is a psychometric instrument that measures individuals’ 190 tion to the AIAS-4, the survey included questions about participants’ internet usage habits, such as: w N edAL S- Average time spent online each day (measured in hours). PrCIE o- Types of online activities, categorized as: ceN ed- Social networks (e.g., Facebook, Instagram);TIF ingIC C- Gaming (e.g., online gaming platforms); s BoON- Educational activities (e.g., e-learning platforms, academic websites); okFER- Viewing erotic content (e.g., adult websites). : EEN D potential impact on society. The scale is widely recognized for its reliability and validity, making it er-R RN evAT suitable for use in research exploring attitudes towards emerging technologies such as AI. In addi- ieIO several items that capture different aspects of AI, such as perceived usefulness, trustworthiness and Pe INTE perceptions, feelings and attitudes towards AI along different dimensions. The AIAS-4 consists of These questions helped provide context for participants’ online behaviours and allowed for an anal- U CE I ysis of how these activities might relate to their attitudes toward AI. CA T'S A TIONB AOU 2.4 Statistical Analysis NT P D MEO Inferential tests, such as t-tests and ANOVA, were used to explore differences in AI attitudes based ENPL on factors such as gender, age, time spent online, and the types of online activities in which partic- TAE 2 L H ipants engaged.02 EA4 LT–2 2.5 Ethical Considerations H025 The study adhered to ethical research guidelines, ensuring informed consent from all participants and maintaining the confidentiality of the data collected. 3 RESULTS Independent samples t-test results indicate no statistically significant difference in AI attitude scores between females and males. Female students demonstrated slightly more positive attitudes to-ward artificial intelligence (M = 55.83, SD = 10.18) compared to male students (M = 56.00, SD = 12.38), but the difference was not statistically significant, t(248) = .480, p=.631> .05. Table 1: Mean Scores, Standard Deviation, and t-values of female and male students in relation to artificial intelligence. Variable Gender N Mean SD t (248) F P Female 205 56.83 10.18 AI attitudes .480 2.769 .631 Male 45 56.00 12.38 To explore potential differences in attitudes toward artificial intelligence (AI) across different age groups, a one-way analysis of variance (ANOVA) was conducted. The results revealed no signifi-cant differences in AI attitudes among the three age groups: 18–25 years (M = 71.83, SD = 11.70), 26–35 years (M = 72.73, SD = 10.75), and 36–50 years (M = 72.83, SD = 11.76), F(2, 247) = .782, p = .458 >.05. Table 2: Mean, standard deviation, F and P for age variable in attitudes toward artificial intelligence. Variables Group N Mean SD F (2, 247) P 18-25 65 71.83 11.70 AI attitudes 26-35 71 72.73 10.75 36-50 12 72.83 11.76 .782 .458 A one-way ANOVA was conducted to examine the differences in attitudes toward AI across four groups based on the type of internet activity: gaming, communication, information gathering/shar-ing, and engagement with erotic material. The results revealed a statistically significant difference in AI attitudes between groups F(3, 246) = 6.41, p < .001. 191 er-R R those engaging with erotic content (M = 41.88, SD = 10.83), p < .05. Additionally, the gaming group N ev AT also scored higher, though not significantly, than the communication/connection group (M = 57.32, ie IO Pe IN gaming (M = 59.65, SD = 9.55) displayed significantly more positive attitudes toward AI compared to TE Post hoc comparisons using Tukey’s HSD test indicated that participants who used the internet for w N SD = 9.69) and the information gathering/sharing group (M = 56.26, SD = 11.26). The erotic content ed A L S Pr group demonstrated the least positive attitudes toward AI, with a mean score significantly lower CIE o than all other groups. ce N ed TIF Levene’s test confirmed the assumption of homogeneity of variances, F(3, 246) = 0.52, p = .667. ing IC C ok FE intelligence. R : E s Bo ON Table 3: Mean, standard deviation, F and P of internet activity groups in attitudes toward artificial D EN U Variables Group N Mean SD F (3, 246) P CE I CA T'S A Gaming 23 59.65 9.55 TION B Comunication/ 136 57.31 9.68 A O U Connection N AI attitudes T P 83 56.26 11.26 6.412 .000 D M Information EO 8 41.87 10.59 EN PL Erotic material TA E 2 L H 02 EA 4 ANOVA analysis revealed a significant difference in attitudes toward AI based on the time spent on-LT –2 H line F(4,245) = .714, p < .05. The results indicated that participants spending over six hours online 02 had significantly more positive attitudes toward AI (M = 60.33, SD = 7.94) than those in the <1 hour 5 (M = 55.00, SD=10.70) and 1-2 hours groups (M = 56.56, SD=11.56). These findings suggest that in- creased internet usage may influence more favourable perceptions of AI. Table 4: Mean, standard deviation, F and P for time spent online and attitudes toward artificial intelligence Variables Group N Mean SD F (4, 245) P > 1 hour 53 55.00 10.70 1-2 hour 95 56.56 11.56 AI attitudes 2-4 hour 66 57.16 9.61 .714 .005 4-6 hour 30 58.26 9.75 < 6 hour 6 60.33 7.94 4 DISCUSSION The present study provides critical insights into how social media use and online behaviours influ-ence attitudes toward artificial intelligence (AI) in Albania. With limited research on this topic in developing countries, the study results contribute to understanding the psychological factors that shape public perceptions of AI, especially in a context where AI is rapidly being integrated into everyday life. The lack of significant differences in AI attitudes based on gender and age group in this study challenges some of the typical assumptions in the existing literature that demographic factors, such as age and gender, play a central role in determining how individuals view AI tech-nologies (Binns 2018; Peters et al. 2021). This suggests that other factors, particularly those related to online behaviour and exposure to technology, may be more influential in shaping individuals’ attitudes toward AI. A significant finding of this study is the association between time spent online and positive attitudes toward AI. This is consistent with previous research that has highlighted the relationship between digital exposure and more favourable views of emerging technologies (An-derson and Rainie 2018). As individuals become increasingly immersed in the digital space, it stands to reason that familiarity with technology – such as AI – may foster a more positive outlook toward its integration into various sectors. This finding is particularly relevant in the context of Albania, a developing country where internet penetration has steadily increased in recent years and access to information about AI is becoming increasingly widespread (International Telecommunication Union 2020). Another important finding is the impact of the type of online activity on perceptions of AI. 192 tion plays in shaping individuals’ perceptions of technology. It can be argued that games, which er-R RN evAT are often associated with technological innovation and cutting-edge developments, may create ieIO who used the Internet for erotic content. This difference highlights the role that content consump Pe IN -TE Participants who engaged in games exhibited more favourable attitudes toward AI than those a more positive association with AI technologies (Müller et al. 2019). Conversely, engagement w N edA with erotic content may foster a more negative view due to the potential stigma attached to such L S PrCIE activities, leading individuals to associate AI with more controversial or undesirable aspects of o ceN society (Binns 2018). These findings contribute to the literature on AI perceptions by drawing at - edTIF tention to the psychological and behavioural factors that shape individuals’ views of AI. Previous ingIC C toward AI. It also opens new avenues for understanding how different forms of online engage : E EN D UCE I - CA ment influence these attitudes. Furthermore, the lack of significant demographic differences may T'S A TION reflect broader cultural trends in Albania, where attitudes toward technology may be influenced riences with technology can influence perceptions (Fleischer 2020). The current study builds on ok FER these findings by highlighting the role of Internet usage patterns in shaping individuals’ attitudes studies have shown that factors such as familiarity with AI, media exposure, and personal expe- s Bo ON more by collective experiences with digital media rather than individual characteristics such as A BOU NT P D M gender or age. This may suggest that AI attitudes are becoming more universal across demo-EO EN graphic groups, perhaps due to the global nature of the internet and the shared experiences of PL TAE 2 individuals engaging with online content (Zuboff 2019). L H02 EA4 LT–2 5 CONCLUSION H025 This study provides valuable insights into the factors influencing attitudes towards artificial intelli-gence (AI) in Albania, a developing country where research on this topic remains limited. The find-ings challenge conventional assumptions about the role of demographic factors, such as age and gender, in shaping perceptions of AI. Instead, online behaviour, particularly time spent online and the type of content consumed, appear to play a more important role in shaping these attitudes. The positive relationship between digital exposure and favourable views towards AI underscores the growing importance of technological engagement in shaping public opinion. Furthermore, the study highlights the need for further exploration of how different forms of online activity influence individuals’ perceptions of emerging technologies. 6 RECOMMENDATIONS Given the role of digital exposure in shaping attitudes towards AI, it is recommended that educa-tional initiatives prioritize digital literacy programs. These programs can foster more positive per-ceptions of AI by increasing awareness of its applications and potential benefits. Public campaigns should be designed to educate the population about the societal implications of AI. Particular attention should be paid to online behaviours that may shape these perceptions, in-cluding the positive impacts of gaming and other forms of digital engagement. Future studies should explore the specific types of online content that influence attitudes toward AI. This research could provide deeper insights into the psychological factors that shape public opinions and help design interventions that promote a more balanced understanding of AI. Policymakers and AI developers should consider cultural factors when introducing AI technologies in developing countries like Albania. Ensuring that AI tools are consistent with local values and concerns can in-crease their acceptance and integration into society. 193 Pe REFERENCES IN TE er 1. Anderson, Janna, and Maeve Rainie. 2018. The Future of Artificial Intelligence. Pew Research Cen--R R N ev AT ter. https://www.pewresearch.org. ie IO w 2. Binns, Richard. 2018. Artificial Intelligence: The Global Landscape. Journal of Artificial Intelligence N ed A L S Studies 12 (3): 45-60. Pr CIE o 3. Brynjolfsson, Erik, and Andrew McAfee. 2014. The Second Machine Age: Work, Progress, and Prospe-ce N ed rity in a Time of Brilliant Technologies. New York: W.W. Norton & Company. TIF ing IC C 4. Fleischer, Jonathan. 2020. Media Exposure and Its Impact on Attitudes Toward AI. Technology and D EN rnal of AI Research 56: 102–120. U CE I 6. International Telecommunication Union. 2020. “ICT Development Index 2020.” International Te-CA T'S A TION lecommunication Union. https://www.itu.int. B A ok FE 5. Grassini, Simone. 2023. AI Attitude Scale: Measuring Public Perception of Artificial Intelligence. Jou-R : E s Bo O Society 8 (1): 100-115. N N O 7. Kemp, Simon. 2022. Digital 2022: Global Overview Report. DataReportal. https://datareportal. U T P D com/reports/digital-2022-global-overview-report. M EO EN 8. Koul, Sameer, and Ethel Tucker. 2021. Public Perception of Artificial Intelligence: The Role of Me - PL TA E 2 dia Framing. Technological Forecasting and Social Change 170: 120921. https://doi.org/10.1016/j. L H 02 techfore.2021.120921. EA 4 LT –2 9. Müller, Mark, Felix Schramm, and David Peters. 2019. Gaming, Technology, and Attitudes Toward H 02 AI. 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New York: Public Affairs. 194 TEACHERS’ PERCEPTIONS AND RESISTANCE TO w N edAL S Pr o CHANGE REGARDING THE INTEGRATION OF AI CIE ceN edTIF IN THE TEACHING PROCESS 1 ingIC C s BoONFE ok Jonida Lesha, PhD, Lecturer R : EEN Adelina Kakija, Published scientific conference contribution Pe INTE 1.08 Objavljeni znanstveni prispevek na konferenci er-R RN evAT ieIO PhD, Lecturer DU CE I University of Shkodra “Luigj Gurakuqi”, Albania CA T'S A TIONB AOU N ABSTRACTT P D MEO The technological transformation that came from AI brought a huge impact in recent years and ENPL TAE 2 mainly in the field of education, also transforming the teaching process. This study aims to ex - L H02 plore the experiences and perceptions of teachers regarding the resistance to change they show EA4 LT regarding the integration of AI in the teaching process. The population of this study was chosen –2 H02 as a random sampling for qualitative studies, 20 public high school teachers in Albania, a diverse 5 sample, teachers of different subjects, from different areas. The qualitative design was used in the study, conducting 20 semi-structured interviews with the participants in the study. To ana-lyze the data, thematic analysis was used to identify and analyse the issues and themes of the transcripts of the conducted interviews. The analysis resulted in four main topics: benefits from technology but also dependence on technology, obstacles in the adoption of AI, resistance to change, as well as the need for further training in this field. This study contributes to the understanding of the ways in which teachers perceive and react to the integration of AI in today’s education and offers recommendations for improving the process of training and implementing technologies. Keywords: Artificial Intelligence (AI), Education, Teachers‘ perceptions, Resistance to change, Technology integration, AI in teaching. 1 Funding for the study: This study was conducted without financial support from any public or private institution. 195 Pe 1 INTRODUCTION IN TE er-R R The introduction of AI brought about a very big historical change, affecting various fields, most N ev AT notably in the field of education. In countries with a somewhat average level of technological ie IO w development like Albania, the greatest impact of AI was also in the field of education. The use of N ed A L S artificial intelligence in recent years, mainly in the field of education, constitutes a very complex Pr process, greatly affecting the perceptions and willingness of teachers to use new technologies o CIE ce N (Alshorman 2024; Celik et al. 2022). Our study investigates the attitudes of teachers in Albania ed TIF towards the use of AI in the educational context, with a particular focus on their perceptions of ing IC C the use of AI tools in education. s Bo O N FE ok The rapid advancement of AI in the last two years has also had an impact on the field of educa-R : E EN tion, bringing new approaches to use in both teaching and learning processes (Celik et al. 2022; D U CE I Zhang et al. 2023). The use of AI tools in the educational context has enabled the personalization CA T'S A of the learning process, enabling student engagement. The various AI tools that are in use in the TION B educational field can provide very fast feedback and offer support to both teachers and students. A O U N T P However, the integration of AI in the field of education is not without challenges, and it is necessary D M to have a team such as administrators, teachers, and school staff who adapt to the new methods EO EN PL and tools that AI offers (Cheng and Wang 2023). We can say that the way teachers perceive some-TA E 2 L H thing new like AI is very important because it is precisely this way that determines how successful 02 EA 4 the implementation of AI can be in the educational environment (Asanre, Taiwo, and Odupe 2024). LT –2 H Numerous studies show us that teachers' attitudes are influenced by many factors and among the 02 5 most important are factors related to self-efficacy or confidence in using technology, beliefs about student learning, and the impact and importance of AI in their teaching (Bakhadirov et al. 2024; Yim and Wegerif 2024). Many teachers see the use of AI as something positive that helps them in their work, in the creation of various educational materials, and on the other hand in the engagement of students (Cruz, Duque, and Carvalho 2024; Moylan, Code, and O’Brien 2025). However, there are several research studies that emphasize that very often these positive perceptions of the use of AI are accompanied by teachers' concerns regarding issues related to the ethics of using AI in educa-tion, data confidentiality, and a major concern remains the impact that the use of AI may have on the learning process for students (Kalra 2024). If we focus on resistance to change among teachers, we can say that it constitutes a barrier to in-tegrating AI into the educational environment (Lasisi and Oreagba 2024; Nazaretsky et al. 2022). Resistance to change as a psychological component usually results from a lack of awareness about something or a lack of knowledge about the advantages that the use of AI can bring to the educa-tional field (Shamsuddinova, Heryani, and Naval 2024). Given the great attention that the use of AI in education has received in the media, predictions for the future use of AI in education have made it possible for many teachers to perceive AI as a threat to their profession rather than an innovative tool that improves the teaching process (Priya Gupta and Bhaskar 2020; Nazaretsky et al. 2022). Considering the great change that AI has brought in every field, and even more so in education, some teachers still prefer to use traditional teaching methods over innovative ones (Yim and We-gerif 2024). The emergence of such resistance to the use of AI in teaching may be related to the lack of knowledge about how AI tools can be used, as well as the perception that they can be difficult to integrate into the teaching process (Zhang et al. 2023). This study is based on the Technology Acceptance Model (TAM) and Self-Efficacy Theory, two scientific frameworks that provide a panorama of how teachers perceive and adapt the use of technology such as artificial intelligence tools in the field of education. These two models provide a deeper understanding of the factors that influence teachers’ attitudes towards the use of this innovative technology in the educational environment. The TAM model presented by suggests that two key factors play a role in the adaptation of technolo-gy in the work environment, such as the perception of the need to use it and the ease of use. Teach-ers are more likely to accept AI if they believe that it improves the effectiveness of teaching and is easy for them to use. Similarly, Bandura’s self-efficacy theory (Bandura 1977) emphasizes the role of self-confidence in accomplishing a certain task. In this context, teachers who feel capable of using AI are more likely to use it in educational settings (Venkatesh et al. 2003; Bogdan and Biklen 1998). 196 educational environment. w N edAL S Similarly, the Diffusion of Innovations Theory (Rogers 1983) emphasizes the way in which ideas and PrCIE o innovations are disseminated within a given time among people and how they are accepted. The ceN ed acceptance of ideas and innovations is influenced by a series of factors ranging from relative ad -TIF ingIC C vantage, complexity, compatibility, testing, and observability (Moore and Benbasat 1991). Together, s BoO these theoretical frameworks establish a logical theoretical framework for interpreting teachers' N okFE perspectives regarding adaptation to resistance in the educational context. Referring to such com-R : EEN plexities, it is very important to research teachers' perceptions regarding the use of AI in education et al. 2003), as a theory, identifies factors such as performance, expectations, effort, social influ er --R RN evAT ence, and enabling conditions as key elements in influencing the adaptation to technology in the ieIO of Acceptance and Use of Technology and the Diffusion of Innovations Theory. UTAUT (Venkatesh Pe INTE To understand the variation in adaptability or resistance, the study considered the Unified Theory U CE I D as well as the resistance they experience to change, in a context like Albania. It is very important to CA T'S A understand the factors that influence the above-mentioned dimensions as a precise understanding TIONB helps in the design of effective trainings by policymakers, schools or various centers that provide AOU N training for teachers.T P D MEO This study addressed teachers’ perceptions in Albania and resistance to change regarding the use of ENPL TAE 2 Artificial Intelligence in the educational process. Due to the very rapid developments that are taking L H place regarding AI tools, and especially in the field of education, it is very important to understand 02 EA4 how teachers perceive the advantages and challenges that AI brings to the field of education. This LT–2 H02 study aims to identify factors that influence the acceptance or resistance of the use of AI in education 5 by teachers in Albania as well as to suggest recommendations to remove barriers to the adequate adaptation of AI in schools in Albania. This qualitative study aims to answer these research questions: 1. What are teachers’ perceptions regarding the advantages and disadvantages of integrating AI into the educational process in schools? 2. How do Albanian teachers perceive the impact of AI on pedagogy, the learning process, and class- room management? 3. What are the factors that influence teachers‘ resistance to change in relation to the adaptation of AI in the educational process? 2 METHODS This study used a qualitative research approach. The use of qualitative research methods is ap-propriate for exploring the subjective experiences of teachers, helping to explore their perspec-tives on the adoption of AI in education, resistance to the use of AI, and pedagogical challenges. A semi-structured interview was used to collect data in this study. This method was used because of its convenience and depth, offering us the opportunity to explore the lived experiences of participants regarding the use of AI tools in the classroom. This method is appropriate for studies that are ex-ploratory in nature, where the objective is to understand the development of attitudes rather than testing predetermined hypotheses (Bogdan and Biklen 1998). Purposive sampling was used to select the sample in order to ensure a diverse and representative sample of teachers in public high schools in Albania, located in rural and urban areas. 20 teachers from different fields participated in this study, in order to have a representation of the perspectives of teachers of core subjects such as mathematics, physics, social sciences and foreign languages. Referring to the principle of geographical representation, teachers from both urban and rural areas were included in the study, taking into account the fact that there are differences in these regions regarding the infrastructure necessary to use or adapt AI in education. Also, an important condi-tion for inclusion in the sample was teaching experience, which should include teachers who were in the initial stages of their careers (1-5 years), as well as teachers with teaching experience (10+ years), considering that years of employment can influence perceptions regarding the use of AI in education. Finally, an equally important element was taken into account, such as the level of digital literacy, thus having participants ranging from those who have already integrated AI into the teach-ing process to those who show resistance to using it or are skeptical of AI as a tool in education. 197 Table 1. Demographic data ev RNAT Gender Female 12 60.0 ie IO w er TE Variables Category N Percent (%)-R Pe IN ed N Male 8 40.0 A L S Pr Age 25-34 years old 4 20.0 o CIE ce N 35-44 years old 6 30.0 ed TIF ing IC C 45-54 years old 7 35.0 ok FER Gjuhë dhe Letërsi 4 20.0 : E s Bo ON 55+ years old 3 15.0 D EN U CE I Mathematics 3 15.0 CA T'S A TION Teaching Subject Natural Sciences 4 20.0 B A O Technology and Informatics 2 10.0 U N T P D M Social Sciences 3 15.0 EO EN PL Urban 12 60 TA E 2 Geographical area L H Rural 8 40 02 EA 4 1-5 years of experience 6 30 LT –2 H 02 Teaching experience 10+ years of experience 14 70 5 Have integrated AI 7 35 Perceived level of digital literacy Resistant to AI 8 40 Skeptic to AI 5 25 The data collection phase lasted 2 months (September 2024-October 2024) and took place in 5 pub-lic secondary schools in Albania. Taking into account factors such as availability and preferences, the interviews were conducted all face to face. Each interview lasted 40-50 minutes. The interviews were audio-recorded with the consent of each participant, and were then transcribed verbatim. 2.2 Data Analysis The data for this study were analyzed using thematic analysis, a qualitative approach that allows researchers to systematically identify, organize materials, and interpret themes that emerge from a data set (Braun and Clarke 2006). This study used the 6-phase framework of Braun and Clarke to ensure the appropriate methodology. Data analysis was carried out through thematic analysis, as an effective method to examine the experiences, beliefs, concerns and challenges experienced by teachers regarding the use of AI in education. Ethical standards were used throughout the study, from informed consent to rigorous data protection of participants, ensuring anonymity from the data analysis phase to data storage. The coding of the interviews was carried out by both research-ers of this research independently to increase coding accuracy and objectivity. 3 RESULTS During the thematic analysis, four main themes emerged: (1) perception of the advantages and dependence on AI, (2) barriers to adapting AI in the educational context, (3) resistance to change, and (4) the need for training in integrating AI into education. Each of the main themes is based on the statements of the interviewees, conveying a picture of their perspective. The coding approach and thematic categories are schematically presented in Figure 1. 198 Figure 1: Schematic Diagram of Themes and Subcategories in AI adoption er TE -R Pe IN ie IO wN edAL S PrCIE ev RNAT ceo ed TIFN ing IC C ok FER : E s Bo ON D EN U CE I CA T'S A TIONB AOU NT P D MEO ENPL TAE 2 L H02 EA4 LT–2 H025 (Source: Authors’) Theme 1: Perception of the advantages and dependence on AI Many teachers agree on the potential of using AI in the educational process, as an opportunity to improve teaching efficiency, as well as to influence the fuller engagement of students. AI tools are also seen as facilitating processes such as preparing learning materials or various tests. However, some of the study participants expressed concerns about the addiction that the use of such AI tools could cause. “I often use AI to prepare materials related to the day’s lesson, as well as for lesson plans, and it really saves me a lot of time. On the other hand, I often worry because I think that very soon we will become dependent on this technology, which can greatly affect our decision-making role.” (Teacher 14, High School, urban) From this category, a perception related to the risk that may come to teacher-student interaction emerged as a sub-theme, as some teachers expressed concern about the somewhat negative im-pact that artificial intelligence tools may have on teacher-student engagement. Theme 2: Obstacles to the adoption of AI in the educational context Teachers express that they face many obstacles regarding the possibility of integrating artificial in-telligence tools into the educational environment, given the fact that many schools face obstacles related to the lack of appropriate technological infrastructure in schools, where in addition there is a marked lack of training related to this new skill that teachers really need. Rural schools, in particular, face a lack of digital infrastructure, making the implementation of AI very difficult. “We do not have an ICT room in our school. We can say that this makes it difficult to properly integrate AI into the educational environment, even though students use it at home.” (Teacher 7, Secondary school, rural) Another evident obstacle is the lack of institutional support, with many teachers stating that they are not aware of any policies regarding the use of AI in education. Furthermore, the lack of training modules in this area makes this challenge even more difficult. 199 Theme 3: Resistance to change er TE A large percentage of teachers expressed reluctance regarding the use of AI, expressing concerns -R Pe IN ie IO that they see AI as a threat to their professional identity, and leading to an underestimation of the w N ed A expertise of teachers. L S Pr CIE ev RNAT regarding job security as well as the ethics of using AI in the educational environment. Some stated ce N seems like we are slowly being replaced.” ed o “If AI does not make lesson plans and answer students’ questions, what happens to us as teachers? It ing TIF (Teacher 3, High School, Urban) IC C s Bo ON Theme 4: The need for training in integrating AI into education ok FE R : E EN The last theme emphasizes the urgent need for structured training programs that take into account D U CE I the digital competencies of teachers and focus on the needs of the subjects they teach in school. CA T'S A TION “I am not against the use of AI in school, but we need training, as it seems like something that is moving B A O at an extremely fast pace and we see that students know more than we do about using it. On the other U N T P D hand, we need training on how to use it ethically within the teaching process.” M EO (Teacher 19, High School, Urban) EN PL TA E 2 Most participants highlighted the need for workshops, training, collaboration and government ini-L H 02 tiatives that facilitate capacity building in knowledge on the use of AI. Finally, it is worth noting that EA 4 LT –2 although the sampling was very diverse in terms of demographic factors, during the research we H 02 did not identify any single factor that was more predisposing to the acceptance or not of Ai in the 5 learning process. 4 DISCUSSION This study presents an overview of Albanian teachers’ perceptions of AI adoption in Albanian pre-university education in public schools (located in urban and rural areas). The findings of our study are in line with existing findings regarding teachers’ digital skills, their concerns regarding the ethics of use (Dieterle, Dede, and Walker 2024), as well as professional resistance to changes brou-ght about by technology in the educational environment (Luckin et al. 2022). On the other hand, the findings of this study highlight such obstacles in the education system as inadequate infrastructure, a lack of written policies regarding the use of AI that are consistent with the findings of other studies (Vazhayil et al. 2019), training in these areas, etc. This field of study remains understudied in the Albanian context. According to the findings of this study, AI is perceived by many teachers as an advantage in re-ducing administrative workload, improving student engagement during the learning process, and helping to facilitate the personalized learning process. Similarly, other scientific research in these fields demonstrates that AI tools used in educational environments help simplify as-sessment processes, help automate feedback mechanisms, and improve classroom efficiency (Luckin et al. 2022). An important finding of this study is the resistance of teachers to the use of AI, which comes as a result of concerns about job security, putting their role as teachers at risk, ethical risks that may arise, etc. Previous studies have also emphasized the anxiety about the automation of education in the future (Zawacki-Richter et al. 2019). Despite these findings, we can say that resistance to change, the use of AI in the educational environment, is not absolute. Taking into account that many teachers express that they are ready to integrate the use of AI in the teaching process, but in such conditions where there is a clear development policy as well as appropriate training regar-ding the use of AI. 5 LIMITATIONS OF THE STUDY This study certainly presents some limitations that are present in qualitative studies, on the other hand it offers perspectives for other studies in the future. Initially we are dealing with a limitation that is related to the data that come from individual perceptions of the study participants. Second- 200 language to be used, which may bring changes in perception and resistance regarding their use in er-R RN evAT the field of education. ieIO artificial intelligence tools are evolving from day to day, offering simpler ways and in the Albanian Pe INTE ly, the number of study participants limits the generalization of the data. Finally, we can say that 6 CONCLUSIONS w N edAL S PrCIE o ceN In our study, we interviewed, through the qualitative method of the study, 20 teachers of different edTIF educational profiles and employed in public pre-university education in schools in different geo - ingIC C Albania, emphasizing the special role of technological infrastructure, institutional support referring : E EN D UCE I CA to written policies, financial resources, professional development, etc., professional training which T'S A TION can enable an easy and very effective adaptation. Through qualitative analysis, four main themes telligence in education. By analyzing the in-depth interviews, we found that teachers perceive both ok FER the advantages but also the obstacles they encounter regarding the adaptation of AI in education in graphical areas, regarding their perceptions and resistance regarding the integration of artificial in- s Bo ON emerged: (1) the perceived benefits and growing dependence on AI, (2) barriers to AI adoption, (3) A BOU NT P D M resistance to change, and (4) the pressing need for AI training. EO ENPL While many teachers recognize the importance and potential of using various artificial intelligence TAE 2 tools in education in aspects such as increasing the efficiency of the teaching process, automat - L H02 EA4 ing routine tasks, and personalizing learning, some teachers express concern about the fact that LT–2 H a dependence on the use of various AI tools may be created, expressing concern and fear regard-025 ing the possible impact it may have on classroom dynamics and mainly on the interaction between the teacher-student dyad. We also found that the resistance to change exhibited by some teachers stems mainly from concerns about job security, numerous uncertainties regarding the use of AI in education related to the long-term effects it may have, and ethical doubts regarding data privacy in this field. 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International Journal of Educational Technology in Higher Education 16 (1): 39. https:// L H doi.org/10.1186/s41239-019-0171-0.02 EA4 LT 24. Zhang, Chengming, Jessica Schießl, Lea Plößl, Florian Hofmann, and Michaela Gläser-Zikuda. –2 H02 2023. Acceptance of Artificial Intelligence among Pre-Service Teachers: A Multigroup Analysis. 5 International Journal of Educational Technology in Higher Education 20 (1): 49. https://doi. org/10.1186/s41239-023-00420-7. AUTHOR BIOGRAPHY Dr. Jonida Lesha is a full-time lecturer at the Faculty of Educational Sciences, University of Shkodra “Luigj Gurakuqi”, Albania. Her scientific research is focused on organizational psychology, mainly on employee self-efficacy, resistance to change, mental health, etc. 203