Effective collaboration formats between teachers and students in higher secondary education in Kosovo
Effective collaboration formats between teachers and students are essential components in individual development and the establishment of relationships within the educational context. These formats represent a complex interpersonal process, creating numerous opportunities for the expression of communicative and interpretative skills. They play a significant role in structuring relationships, whether on an individual or institutional level, allowing them to be developed in a structured, appropriate, and mutually acceptable manner. The aim of this research is to analyze and identify the formats of collaboration between teachers and students, based on practical experiences from schools in this regard. For the realization of the study, a combined methodological approach was applied, integrating both quantitative and qualitative methods. Quantitative data were collected through surveys administered to students, while qualitative data were obtained through open-ended questions and structured interviews with teachers. The selected sample consists of 10th, 11th, and 12th-grade students, as well as the teachers working with them, including the municipality of Prishtina. The analysis of empirical data and interviews with stakeholders has led to the formulation of conclusions and recommendations for educational institutions and relevant actors. The results show that 27.5% (n=56) of students report being involved in effective collaboration formats with teachers, suggesting an open culture and more motivated and active students. Meanwhile, 41.2% (n=84) of students engage in such collaboration "sometimes," which may be linked to various factors such as teaching topics, teaching styles, or individual student characteristics. In conclusion, by integrating findings from the analysis of empirical results and examining contemporary scientific literature on this topic, a detailed overview is provided regarding the organization of activities and effective collaboration formats between teachers and students in higher secondary education in Kosovo. Based on these findings, a series of recommendations are proposed for educational institutions and policymakers to improve collaborative practices in the educational environment.