Sandër Kovaçi, Lekë Pepkolaj, Muhammad Irfan, Marsella Tareli
In the Albanian context, the competence “Learning to learn” remains mainly theoretical, due to the lack of practical guidance, support, and adaptation to the real needs of students. The aim of the research is to explore and interpret teachers' opinions on the meaning, implementation, and challenges of this competence in teaching practice. The study methodology is qualitative, based on the analysis of teachers' opinions collected through an open-ended questionnaire. The data were initially processed with the help of NVivo 15 to identify the main ideas, and then a thematic analysis was applied to structure and interpret the teachers' opinions in depth. The results of the study show that teachers recognize the importance of the skill but consider it unclear and difficult to implement in practice. Some active methods are used, but there is a lack of guidance, professional support, and adaptation to students' needs. There is a need for more practice, technology, and reflective assessment. Teachers do not value metacognition, self-regulation is absent, and emotional control is underestimated. The study helps to understand how teachers experience and implement competences, identifying gaps between curriculum and practice, as well as needs for improvement at school and institutional level. © 2025 Kovaçi et al.
Department of Mathematical Engineering, Faculty of Mathematical & Physical Engineering, Polytechnic University of Tirana, Albania; Department of Computer Science, Metropolitan Tirana University, Albania; Department of Mathematics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Yogyakarta, Indonesia Universitas, Indonesia; Sami Kalasa Public School, Mullet, Tirana, Albania
