Roli i platformave digjitale në zhvillimin e kompetencave të qëndrueshme te nxënësit e arsimit fillor
This study examines the role of digital platforms in developing sustainable competencies among primary school students, equipping them with essential skills for lifelong learning. Technology fosters intellectual independence and cognitive development by improving active knowledge acquisition. The study aims to analyze the contribution of digital platforms such as PowerPoint, Kahoot!, GeoGebra, Book Creator, and Paint in enhancing reading, writing, and digitalization skills, as well as other sustainable competencies such as critical thinking, creativity, collaboration, communication, and problem-solving. A mixed-method approach is used, including structured questionnaires with 120 students from three primary schools, semi-structured interviews with teachers, and analysis of teaching documentation as a qualitative instrument. The latter includes lesson plans incorporating digital tools, student-created products through various platforms (presentations, digital stories, drawings with Paint), teacher reflections, and practical guides for using technological tools. The findings confirm the positive role of these platforms in the learning process: 87% of students reported that Kahoot! activities improved memory and engagement; GeoGebra supported visual understanding in mathematics; digital stories created in Book Creator integrated writing and visual design, stimulating creativity and personal expression; Paint reinforced visual skills and the active involvement of students across multiple curricular areas. However, the study also identifies a significant challenge: most teachers have not received adequate training in using digital platforms and have learned to use them voluntarily and self-directedly, relying on personal efforts and independent resources. This paper presents a practical model for effective technology integration in primary classrooms, contributing to pedagogical literature with an integrated approach that combines concrete experiences from the school environment with didactic reflections. Additionally, the results offer valuable recommendations for educators and policymakers to improve teaching methods through structured professional development programs that support the pedagogical and interdisciplinary use of technology in primary education. Such an approach contributes to raising the quality of primary education by fostering sustainable competencies and preparing students for the challenges of the 21st century.