The Role of Interactive Learning Platforms in Enhancing Teaching Practices and Fostering Student Engagement among Secondary School Teachers

Kyvete Shatri; Florent Bunjaku; Kastriot Buza

doi:10.3991/ijep.v16i2.59397

Authors

Kyvete Shatri University of Prishtina, Prishtina, Kosovo https://orcid.org/0000-0002-4886-5295
Florent Bunjaku University of Prishtina, Prishtina, Kosovo https://orcid.org/0000-0002-6395-9660
Kastriot Buza University of Prishtina, Prishtina, Kosovo

DOI:

https://doi.org/10.3991/ijep.v16i2.59397

Keywords:

Interactive learning platforms, teaching practices, student engagement;, academic achievement, digital education

Abstract

The growing demand for interactive learning environments reflects a broader digital and social transformation in education. This study investigates how interactive learning platforms act as drivers of pedagogical innovation and social change, influencing teaching practices and student engagement among lower and upper secondary school teachers. Using a mixed-methods design, data were collected from 111 teachers through questionnaires and from 10 teachers via focus group interviews, while a Structural Equation Model (SEM) assessed the influence of the perceived integration of interactive platform elements on teaching practices, instructional quality, and student engagement. The findings reveal that platform integration enhances teaching quality and creativity, fosters inclusive and student-centered learning, and promotes greater engagement and learner autonomy. Teachers’ narratives also highlight social and institutional challenges, including unequal access, limited digital competence, and lack of institutional support, which they address through collaboration and adaptive practices. Overall, interactive learning platforms emerge as socio-pedagogical catalysts, reshaping teaching identities and learning relationships while underscoring the need for equitable and sustainable digital integration in education.

Author Biographies

Kyvete Shatri, University of Prishtina, Prishtina, Kosovo

Assoc. Prof. Dr. Kyvete Shatri is a lecturer at the Faculty of Education at the University of Prishtina since 2008. She completed her doctoral studies at the European University of Tirana in the field of Information Technology, focusing on the integration of technology into the learning process, as well as the advantages and challenges it presents. Her research work is closely tied to studying the effects of integrating new educational technologies into teaching and learning processes.

Prof. Shatri has served as the Head of the Teaching Department in the Master's Program, also as a member of the Governing Council of the Central University Library, and as a member of the Doctoral Board at the Faculty of Education. She currently holds the position of Vice Dean for Master's Academic Affairs. Her professional career also includes work as an engineer and trainer in information technology for various organizations.

She has participated in international conferences and published scientific articles in prestigious journals on the use and effects of new educational technologies in teaching and the development of critical thinking. She is the recipient of the international "Virginia" award for scientific achievements by International Action Art - UNESCO, granted in 2021 in Greece, and was awarded the honorary title of DOCTOR HONORIS CAUSA by Universidad Nacional Del Este, Republic of Paraguay, in 2024.

Florent Bunjaku, University of Prishtina, Prishtina, Kosovo

Florent Bunjaku is holds the position of Assistant Professor in the Technology
department at the Faculty of Education, University of Prishtina. His research interests
are in the Educational Technology and modelling and numerical simulation.

Kastriot Buza, University of Prishtina, Prishtina, Kosovo

Kastriot Buza is currently holds the position of Associate Professor in the Tech-
nology & ICT Department at the Faculty of Education, University of Prishtina “Hasan

Prishtina”. His research interests are in the Educational Technology, Teaching and
Learning, Assessment in Technology & ICT.

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