“We try to create a collaborative environment in the classroom as we implement new teaching methods. The outcomes are obvious: all the children are involved, even the most timid ones or those with special needs. Especially for them, we have noticed that using visual resources turns out to be more effective in the understanding and learning process,” says Igla Osmanaga, a teacher from “Ndre Mjeda” School in Shkodra. She is one of 15,000 teachers in Albania trained under the EU-funded project “EU4Inclusive Teaching”, an initiative aimed at improving Albanian students’ learning outcomes.

During the training, they were introduced to numerous new teaching methods, such as the inner and outer circle, the learning café, the social party, and the incoming and outgoing compasses. These methods aim to create a friendly space, encouraging interaction, knowledge exchange, and experience-sharing among children. “Entertaining activities used to break the ice between children increase their motivation and energy to learn more. This detail inspired me to integrate similar activities into my teaching. Whenever I apply these methods in my classroom, I notice how even the most withdrawn and shy students start to talk and feel more involved,” explains Osmanaga.

From developing a sense of belonging and participation in the classroom to an approach that helps children learn concepts through different techniques and make deeper connections to new information, these methods have proven to be successful among younger generations, including children from different social backgrounds. Changing the perspective of teaching from merely receiving knowledge passively, these new methods require engagement. This means addressing and overcoming whatever holds children back: hesitation, intimidation, the shame of speaking up in a group, the fear of being wrong or judged. Through group work, images, or plays, modern teaching techniques establish a sense of trust, alternating verbal participation, written assignments, and illustrations to achieve the best from all groups, depending on their expressive capabilities.

“After the training, the new methods became a daily part of my teaching. The most successful one has been ‘inner and outer circles’, which creates a collaborative environment where children can exchange knowledge and ideas. ‘Learning Café’, another method where children are divided into groups to discuss different themes, was also successful because they feel relaxed and engaged in the discussion. I also started using more visual resources and technology, which made it possible for even students who had difficulty learning to be more successful,” says Osmanaga.

As children are very fond of playing, some of these methods imitate games, creating the impression of play rather than a formal lesson. “For them, it is easier to learn if the lesson feels more like a game and entertainment. They become more productive and interactive. The core of the new methods focuses on children, not the teacher, unlike traditional methods where the teacher was the centre of the class,” explains the teacher from Shkodra. Inclusive teaching provides space for all voices, encouraging children to develop their talents and express themselves across various subjects.

Background information

EU4Inclusive Teaching is a project funded by the European Union aiming to improve Albanian students’ learning outcomes and close the gap between students belonging to different socio-economic categories, which is crucial for both social cohesion and sustainable development of the country. Implemented by Open Society Foundation for Albania (OSFA) and Tampere University of Applied Science (TAMK), the training of 64 school principals and teachers in Tirana has been completed, and the project has continued with teachers from the other districts. 320 active and motivated teachers have been selected for the ‘Train the trainer’ (ToT) program. Teachers of this nationwide programme pass their knowledge to other 15 000 teachers on geographical coverage and need. Equipping teachers with the necessary competencies and skills to build a motivating and inclusive learning environment is considered as the key to advancing the above priority.