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Evidence-Based Strategies for Promoting Student Inclusion in Urban and Rural Schools in Kosovo

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Title: Evidence-Based Strategies for Promoting Student Inclusion in Urban and Rural Schools in Kosovo
Language: English
Authors: Mirlinda Bunjaku-Isufi
Source: Center for Educational Policy Studies Journal. 2026 16(1):59-79.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://journals.uni-lj.si/CEPSJ/index
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Evidence Based Practice, Inclusion, Urban Schools, Rural Schools, Teacher Attitudes, Administrator Attitudes, Student Experience, Context Effect, Public Schools, Elementary Schools, School Administration, Student Attitudes, Elementary School Students, Educational Practices
Geographic Terms: Kosovo
ISSN: 1855-9719
2232-2647
Abstract: Ensuring the inclusion of students from diverse socioeconomic and geographical backgrounds, particularly with regard to the differences between urban and rural schools, remains a persistent challenge in Kosovo's education system. Rather than evaluating specific interventions, the present study examines teachers' and students' perceptions of evidence-based strategies that support inclusion. Using a mixed-methods design, the research integrates quantitative and qualitative data to explore how practices such as differentiated instruction, formative assessment, collaborative planning and family engagement are understood and implemented in contrasting school contexts. The sample consists of 100 teachers and school leaders and 100 students aged 10-12 from both urban and rural areas. Semi-structured interviews with educators provide insights into their experiences with inclusive practices, while survey data from teachers and students capture their perceptions of inclusion, classroom climate, and the frequency and perceived usefulness of specific strategies. Thematic analysis was used for the qualitative data, while quantitative analyses, including correlations, regression and ANOVA, were undertaken to compare patterns across school settings. The findings highlight notable differences in how inclusion-supportive practices are implemented across urban and rural contexts, and reveal that professional development, school leadership support and collaborative planning are central factors shaping perceived inclusion. The study offers context-sensitive recommendations for strengthening inclusive education and promoting greater equity across Kosovo's schools.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504147
Database: ERIC
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  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://journals.uni-lj.si/CEPSJ/index
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  Data: Ensuring the inclusion of students from diverse socioeconomic and geographical backgrounds, particularly with regard to the differences between urban and rural schools, remains a persistent challenge in Kosovo's education system. Rather than evaluating specific interventions, the present study examines teachers' and students' perceptions of evidence-based strategies that support inclusion. Using a mixed-methods design, the research integrates quantitative and qualitative data to explore how practices such as differentiated instruction, formative assessment, collaborative planning and family engagement are understood and implemented in contrasting school contexts. The sample consists of 100 teachers and school leaders and 100 students aged 10-12 from both urban and rural areas. Semi-structured interviews with educators provide insights into their experiences with inclusive practices, while survey data from teachers and students capture their perceptions of inclusion, classroom climate, and the frequency and perceived usefulness of specific strategies. Thematic analysis was used for the qualitative data, while quantitative analyses, including correlations, regression and ANOVA, were undertaken to compare patterns across school settings. The findings highlight notable differences in how inclusion-supportive practices are implemented across urban and rural contexts, and reveal that professional development, school leadership support and collaborative planning are central factors shaping perceived inclusion. The study offers context-sensitive recommendations for strengthening inclusive education and promoting greater equity across Kosovo's schools.
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      – SubjectFull: Inclusion
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      – SubjectFull: Rural Schools
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Student Experience
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      – SubjectFull: Public Schools
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Kosovo
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