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All Journal DINAMIKA ILMU: Jurnal Pendidikan Journal of Educational Technology and Instruction Journal of Research in Education and Pedagogy
Zenki-Dalipi, Arbresha
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Religion Humanities Education Social Sciences

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An Investigation into Teachers’ Attitudes to Religious Education in North Macedonia Primary Schools Adili, Bujar; Ameti, Makfirete; Zenki-Dalipi, Arbresha
Dinamika Ilmu Vol 23 No 2 (2023): Dinamika Ilmu, 23(2), December 2023
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v23i2.7302

Abstract

Religious Education (RE) in North Macedonia holds a significant place in the country's diverse educational landscape, reflecting the coexistence of various faiths within this Balkan nation. This paper aims to investigate teachers’ attitudes toward the impact of Religious Education on students’ behavior, knowledge, and attitudes, considering factors like gender and school type. The study involved 217 primary school teachers from multiethnic regions in North Macedonia. The Teachers' Attitude Questionnaire (TAQ) was employed for data collection. The findings provide insights into teachers' perspectives on the effects of RE. Overall, teachers express positive attitudes towards RE, with a notable percentage acknowledging its positive influence on students’ attitudes towards various aspects of diversity. However, there is variability in opinions regarding its impact on students’ sense of responsibility and behavior. Teachers also diverge in their views on its role in moral development and tolerance promotion. Regarding demographic factors, there is no statistically significant difference in teachers’ attitudes based on gender. However, teachers in multicultural schools exhibit notably more positive attitudes compared to their counterparts in monocultural schools, suggesting that school environment and diversity play a role in shaping perceptions of Religious Education.
Teachers’ Attitudes Towards Desirable Intercultural Competences Necessary for Working in Multicultural Classrooms Adili, Bujar; Ameti, Makfirete; Zenki-Dalipi, Arbresha
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.74

Abstract

Teachers’ intercultural competence is a key factor in the consistent implementation of intercultural principles in teaching practice. The study conducted among primary school teachers in North Macedonia aimed to examine the effect of sociocultural factors on the perception of desirable intercultural competencies for working in multicultural classrooms. 217 primary school teachers from multiethnic regions in North Macedonia participated in the study. The Scale for Assessing Desirable Intercultural Competences (SADIC) was used to collect data. Descriptive statistical procedures were employed in data processing to determine descriptive characteristics, and the comparison of respondents’ attitudes was conducted using the t-test and ANOVA. Additionally, a post hoc test (Scheffe’s test) was performed to determine the significance of the differences. The results showed a significant effect of sociocultural factors on the perception of desirable intercultural competencies. These perceptions range from teamwork skills to motivation for continuous learning and education, non-violent conflict resolution skills, a critical approach to societal events, openness to different cultures, and the ability to see problems from the perspective of culturally different students. This research forms a potential basis for considering the approach to designing a school that is open to diversity. 
Intercultural Learning: Teachers' Perspectives on the Influence of Intercultural Education on Students' Competence Adili, Bujar; Ameti, Makfirete; Zenki-Dalipi, Arbresha; Agai, Arita
Dinamika Ilmu Vol 24 No 2 (2024): Dinamika Ilmu, 24(2), December 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v24i2.9284

Abstract

Intercultural education is an important dimension for both teachers and students in their personal and professional development. This research explored the primary school teachers’ views on how intercultural education shapes students' intercultural competence. A 12-item scale from Bedeković’s (2011) Survey Questionnaire (SQ) was administered to 217 primary school teachers in the Republic of North Macedonia. Statistical analyses using T-tests and ANOVA revealed significant differences in teachers' perceptions based on school structure, gender, teaching experience, prior intercultural education and education level. Based on these findings, intercultural education should be further integrated into curricula to enhance students' intercultural competence and better equip teachers for diverse classrooms.
Intercultural Education Values: Insights from Primary School Teachers’ Views in North Macedonia Adili, Bujar; Ameti, Makfirete; Rushidi-Rexhepi, Jehona; Zenki-Dalipi, Arbresha; Agai, Arita
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i4.124

Abstract

In an increasingly diverse educational landscape, understanding how teachers perceive the foundational values of intercultural education is critical for fostering inclusive classrooms and promoting social cohesion. This research investigated whether variables such as gender, level of education, prior intercultural education, teaching experience, and the school cultural structure affect teachers’ views on the values promoted by intercultural education. To explore these relationships, a structured questionnaire was designed and pilot‑tested before full deployment, ensuring clarity and relevance of all items. A 5-point Likert Scale consisting of 8 items was applied to 217 primary school teachers in the Republic of North Macedonia. The Scale’s reliability (Cronbach’s Alpha) coefficient was found to be 0.91. Data collection achieved a 72% response rate, allowing for robust subgroup comparisons across gender, educational attainment, and other factors. T-tests and Scheffé tests were performed to determine whether there are statistically significant differences in teachers’ perceptions based on the investigated variables. Significant differences were observed based on gender, teaching experience, the cultural structure of the school, and prior intercultural education. Detailed post‑hoc analyses clarified which groups differed most markedly, highlighting the impact of targeted training. Teachers believe that intercultural education, above all, promotes “tolerance towards the culturally different”, “reduction of stereotypes and prejudices”, and “coexistence of different cultures”. Drawing on these findings, practical recommendations are offered for policymakers and school leaders. Teachers need permanent training on cultural diversity to sustain and deepen their intercultural competence and to translate these values into everyday classroom practice.
Exploring the Integration of Socio-Emotional Learning Elements in Mother-Tongue Textbooks for Grades I–V in North Macedonia Zenki-Dalipi, Arbresha; Ramadani Rasimi, Teuta; Adili, Bujar
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.170

Abstract

Social and emotional learning (SEL) represents a fundamental dimension of holistic education, fostering students’ emotional literacy, empathy, and interpersonal competence as essential outcomes of schooling. The study employed a quantitative content analysis to examine the extent to which elements of SEL were represented in selected Albanian language textbooks used in the first, second, third, fourth, and fifth grades of basic education. The analysis focused on identifying explicit and implicit SEL components within textual and visual content, drawing upon the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) framework as the analytical lens. A total of five textbooks approved by the Ministry of Education and Science were purposively selected based on their mandatory use in public schools during the 2021–2025 academic period. The units of analysis consisted of all lessons, reading texts, and accompanying illustrations. Each content item was examined for the presence of at least one of the five core SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The identification process followed a structured coding protocol developed for this study, and all data were entered into Excel and analyzed using descriptive statistics (frequencies and percentages) to determine the proportion of SEL elements across grade levels and literary genres. This methodological approach ensured both descriptive and interpretative validity, providing insights into how SEL competencies were integrated into language learning materials and to what extent they reflected the principles of holistic education. The findings revealed a moderate presence of SEL elements, with social awareness and relationship skills more prominent, suggesting the need for a more balanced integration of all competencies in future textbook revisions.
Co-Authors Adili, Bujar Agai, Arita Ameti, Makfirete Ramadani Rasimi, Teuta Rushidi-Rexhepi, Jehona