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