DOI: https://doi.org/10.26758/16.1.30
(1) “Aleksandër Moisiu” University of Durrës, Faculty of Education, Department of Pedagogy, Albania, e-mail: shqipehaxhihyseni@uamd.edu.al, https://orcid.org/0000-0003-2396-2379
(2) University of Tirana, Albania, e-mail: jonidatirana@gmail.com, https://orcid.org/0009-0003-3040-2844
Address correspondence to: Shqipe HAXHIHYSENI, “Aleksandër Moisiu” University, Currila Street, Durrës, Albania, Ph.: +355693735103, e-mail: shqipehaxhihyseni@uamd.edu.al
Abstract
Objectives. This study investigates Albanian teachers’ perceptions of their evolving role amid societal transformations following the country’s shift from a communist regime to a democratic society. It focuses on their views regarding educational reforms, social responsibilities, and the integration of new pedagogical practices, including technology.
Materials and methods. Employing a mixed-methods approach, the research involved a questionnaire distributed to 199 pre-university teachers across various educational levels, as well as semi-structured interviews with 10 teachers.
Results. Findings indicate that most teachers acknowledge their responsibility in promoting democratic values, with 78.5% actively discussing these values with students. However, only 42% perceive themselves as significant contributors to community engagement. While teachers have adapted to reforms, their effectiveness is hindered by inadequate teaching resources and limited professional development opportunities, particularly concerning technology integration. Responses to curriculum reforms and digital tool adoption were mixed, often influenced by access to training and resources.
Conclusions. The study concludes that Albanian teachers are pivotal in driving social change, yet systemic challenges impede their full potential. Enhancing professional development, improving working conditions, and ensuring access to educational technology are essential. Policy interventions should prioritize teacher support to facilitate effective reform implementation and contribute to the nation’s social and economic development. Ultimately, this research highlights the importance of recognizing teachers not only as transmitters of knowledge but also as active agents of democratization, cultural transformation, and innovation in the classroom.
Keywords: Albanian teachers, social change, professional development, educational reforms, technology integration
Suggested citation (APA):
Haxhihyseni, S., & Tirana, J. (2026). Albanian teachers’ perception of their role and their challenges in a changing society. Anthropological Researches and Studies, 16, 471-485. https://doi.org/10.26758/16.1.30
Introduction
Albania’s transition from a centralized communist regime to a democratic, market-oriented society has profoundly reshaped its social, political, and educational landscapes. After the collapse of communism in 1991, the nation experienced political instability, economic hardship, and substantial emigration, particularly to Italy and Greece, as citizens sought improved opportunities (European Commission, 2019). The introduction of a multiparty system and events such as the mid 1990s pyramid scheme crisis further revealed institutional fragility (World Bank, 2020). Since joining NATO in 2009 and receiving European Union candidate status in 2014, Albania has accelerated efforts to align with European standards (Council of the European Union, 2014).
Simultaneously, the Albanian education sector has undergone a series of reforms to modernize curricula and pedagogical practices. Although reforms have expanded academic freedom and introduced critical thinking and global competencies, significant challenges remain: aging infrastructure, limited resources, low teacher salaries, and insufficient professional development (UNESCO, 2016). Furthermore, continued emigration of educators exacerbates staffing shortages and undermines reform efforts (Ministry of Education and Sports[MoES], 2018). Through partnerships with international agencies, such as the European Union and UNESCO, Albania aims to enhance educational quality and access, yet the role of teachers as change agents requires further investigation.
This study explores how Albanian teachers perceive and enact their roles amid rapid societal change. The research addresses the following questions:
- How do teachers contribute to Albania’s evolving democratic and economic development?
- In what ways have educators adapted to post communist educational reforms?
- What challenges and opportunities do teachers identify in driving social transformation?
Materials and methods
Literature review
a. The Concept of a Changing Society
A “changing society” refers to a society undergoing significant transformations in its social, political, economic, and cultural structures. These changes may result from factors such as technological advancements, globalization, economic crises, shifts in political ideologies, or social movements (Castells, 1996; Giddens, 2006). This concept emphasizes that societies are dynamic and continuously evolving in response to new challenges and opportunities.
In the case of Albania, the notion of a changing society is particularly relevant. The country’s transition from a rigid, isolated communist regime to a democratic and market-oriented system has generated deep structural changes, especially in education. These changes include new teaching philosophies, policy reforms, and shifting societal expectations regarding education and educators (Cera, 2020; Karameta & Buda, 2014).
b. The Impact of Societal Change on Teachers in Albania
Albania’s post-communist transition has significantly impacted teachers’ roles. With democratization and globalization, educators have faced pressure to adopt modern pedagogies, integrate critical thinking, and embrace student-centered approaches. At the same time, they must respond to challenges such as outdated infrastructure, insufficient training, and the emigration of both teachers and students (UNESCO, 2016). Teachers, therefore, operate at the intersection of tradition and transformation, tasked with preparing students for a rapidly evolving world.
c. Education and Teachers in Societal Transformation
Education as a Driver of Social Change
Education is a cornerstone of societal transformation. It promotes equity, fosters democratic values, and enhances social mobility (Freire, 1970; Sen, 1999). In post-communist Albania, education has played a central role in reducing social exclusion and enabling individuals to participate in the country’s political and economic renewal (Bace, 2011). Through the transmission of knowledge and values, schools influence students’ understanding of justice, rights, and responsibilities. Teachers, as facilitators of this process, are uniquely positioned to instill civic engagement and critical reflection (Giroux, 1988). In Albania’s democratic transition, education has been instrumental in cultivating informed, active citizens (European Commission, 2019).
Teachers as Catalysts for Change
Teachers are not merely transmitters of content; they are role models, mentors, and agents of socialization. Their influence extends to shaping students’ emotional intelligence, ethical outlook, and civic consciousness (Day & Sachs, 2004). In societies undergoing change, such as Albania, this role becomes even more critical. In addition, teachers foster essential 21st-century skills, including creativity, collaboration, and critical thinking (Fullan, 2011). These skills are vital for adapting to uncertainty and driving innovation. Teachers in Albania have contributed to fostering democratic attitudes and supporting youth in interpreting their country’s complex past and uncertain future.
Empowering Future Leaders
Teachers play a significant role in nurturing leadership potential among students. Beyond academics, they help develop skills such as decision-making, collaboration, and resilience, attributes vital for societal and economic progress (Sahlberg, 2011). In a context like Albania’s, where the legacy of centralized authority under communism still influences public life, empowering young people to lead with independence and integrity is particularly important.
Education and Economic Development
Education is also a key enabler of economic development. By equipping students with entrepreneurial skills and a spirit of innovation, teachers help prepare a workforce capable of driving economic growth and responding to global market demands (OECD, 2019). In Albania, the integration of entrepreneurship into school curricula has become increasingly relevant as the country seeks to modernize its economy and reduce youth unemployment.
Responding to Globalization and Technological Change
Teachers must prepare students for life in a globalized and digital world. This includes fostering global awareness, intercultural competence, and digital literacy (Appadurai, 1996). In Albania’s context, marked by aspirations for European Union integration, educators must bridge local and global perspectives, enabling students to thrive beyond national boundaries.
At the same time, addressing the digital divide remains a priority. Teachers play a crucial role in integrating technology into the classroom, particularly in underserved rural areas (World Bank, 2020). This task requires continuous professional development and investment in infrastructure.
Teachers as Reform Leaders
In times of societal transformation, educational reform becomes both necessary and urgent. Teachers are not just passive recipients of policy; they are essential actors in shaping, implementing, and evaluating reforms (Hargreaves & Fullan, 2012). In Albania, post-1990s reforms aimed at aligning with European standards have benefitted from teachers’ insights and feedback, contributing to a more inclusive and relevant educational system (MoES, 2018).
To better contextualize the Albanian case, it is helpful to examine how educators in other post-socialist societies have experienced similar transitions. In countries like Romania, Bulgaria, and North Macedonia, the collapse of centralized regimes also brought sudden shifts in teacher autonomy, curriculum content, and societal expectations. Studies from these contexts indicate that educators often experienced identity dissonance, navigating conflicting expectations between their traditional roles as state transmitters and new expectations to foster critical, independent thought (Silova, 2010; Popescu & Ciolan, 2014). This comparative insight reinforces the notion that Albanian teachers are navigating a broader pattern of professional transformation throughout Eastern and Southeastern Europe.
From an anthropological lens, the transformation of teacher identity can be understood not merely as an institutional adjustment, but as a process of renegotiating one’s role within shifting cultural and ideological frameworks. As Herzfeld (2001) suggests, institutions often carry symbolic weight far beyond their formal functions. In Albania, the teacher has long been a cultural figure symbolizing authority, stability, and moral guidance. However, the transition to democracy has blurred these symbolic roles, creating space for new professional identities grounded in adaptability, student-centered values, and globalized knowledge systems.
In this sense, teachers operate as “cultural brokers” (Lave & Wenger, 1991), mediating between inherited norms and emerging expectations. This role requires a redefinition of personal and professional values, which can lead to internal conflict or empowerment, depending on the support provided by the system. The perceived gap between institutional rhetoric (e.g., on reform and digitalization) and everyday realities contributes to what anthropologists call “structural dissonance”, a disconnect between the structures of society and the lived experience of individuals (Ortner, 2006).
Teachers’ self-perception and agency are also shaped by broader dynamics of social capital and professional habitus (Bourdieu, 1986). For instance, teachers with strong networks, such as those connected to NGOs, training programs, or international education projects, may exhibit more confidence and innovation in adapting to change. Meanwhile, educators in isolated or rural contexts may feel alienated from reform narratives. These differences highlight the uneven terrain of transformation in Albania and the need to account for both macro and micro-level forces in understanding teacher experiences.
Finally, it is important to recognize the gendered dimensions of these transformations. Given the overwhelming feminization of the profession in Albania, any meaningful analysis must consider how shifting societal norms interact with gender roles and expectations. Scholars like Acker (1995) have pointed out that the professional identity of women in education is often entangled with social narratives of care, sacrifice, and emotional labour. These expectations can intensify during times of social upheaval, placing additional, often invisible burdens on female educators to serve as stabilizing forces in their communities.
In sum, understanding Albanian teachers’ perceptions requires an interdisciplinary approach that integrates educational policy analysis, sociological theory, and anthropological insights. Teachers are not simply responding to reforms; they are reshaping their roles in light of profound political, cultural, and epistemological shifts.
Teachers, Professionalism, and Social Status
An important dimension in understanding teachers’ experiences in Albania is the issue of professionalism and social recognition. Professional identity is not shaped only by pedagogical skills but also by the societal value attributed to the teaching profession (Hargreaves, 2000). In many post-socialist countries, including Albania, teachers experienced a decline in social prestige after the fall of communism, partly because of economic hardships, low salaries, and competition from emerging private-sector opportunities (Silova, 2010). Research suggests that diminished status can undermine motivation and professional confidence, creating tensions between teachers’ aspirations and the realities of their working conditions (Ingersoll & Merrill, 2011). Addressing these concerns requires policies that restore teaching as an attractive and respected career, ensuring that educators feel valued as key contributors to national development.
Europeanization and Policy Influence
The aspiration of Albania to join the European Union adds another layer of complexity to educational transformation. EU integration demands alignment with European frameworks such as the Bologna Process and the European Qualifications Framework, which emphasize quality assurance, lifelong learning, and mobility (European Commission, 2019). Teachers, therefore, are not only adapting to domestic reforms but also responding to supranational pressures that shape curricula, assessment standards, and professional training. Comparative studies show that in countries like Croatia and Slovenia, EU-driven reforms accelerated pedagogical modernization but also created tensions due to bureaucratic demands and limited resources (Kovacs, 2016). Albania faces similar challenges: while EU policies provide a roadmap for improvement, their success depends on the extent to which teachers are supported in practice, rather than being treated merely as implementers of externally designed reforms.
Looking Forward: Teachers in Post-Transition Societies
Finally, exploring Albanian teachers’ experiences invites reflection on the broader trajectory of post-transition societies. As scholars of comparative education argue, transformation is not a linear process but a negotiation between inherited legacies and new aspirations (Bray & Thomas, 1995). Teachers’ voices are crucial in this negotiation, as they mediate between global trends, national priorities, and local realities. Looking ahead, the central challenge lies in ensuring that reforms are not top-down impositions but collaborative projects that empower educators as leaders of change. A sustainable vision of education in Albania must therefore integrate professional recognition, adequate resources, gender-sensitive policies, and opportunities for global engagement. By doing so, the country can harness the full potential of its teachers to guide students, and society as a whole, through an era of ongoing transformation.
Methodology
The specific objectives of this research were as follows:
- To examine teachers’ perceptions of their professional role in the context of a rapidly changing social and educational environment.
- To investigate teachers’ contributions to the promotion of democratic values and their role in fostering citizenship and participation in a democratic society.
- To identify the main challenges teachers face in fulfilling their educational mission in contemporary contexts.
- To assess the extent to which teachers use technology for professional development and continuous learning.
- To explore teachers’ perceptions of public and institutional support, including recognition, policy backing, and working conditions.
Research Design
A mixed‑methods approach combined quantitative surveys and qualitative open‑ended questions to capture both measurable trends and personal insights (Creswell & Plano Clark, 2011).
Instrument. A structured questionnaire was administered via Google Forms and comprised:
- Demographic data (age, gender, experience, qualifications, location, subject taught)
- Perceptions of teachers’ societal roles
- Experiences with reforms and digital tools
- Professional challenges and support needs
- Suggestions for educational improvement
Sample
Participants (N = 199) were selected through stratified sampling to ensure representation across urban and rural settings, school levels (pre‑school to vocational), and institution types (public and private).
Data Analysis
Quantitative data were analysed using descriptive statistics in Excel, while qualitative responses were manually coded into thematic categories (Braun & Clarke, 2006).
Results
Participant Demographics
The study included responses from 199 teachers. The vast majority were female (94.5%), highlighting a clear gender imbalance in the teaching workforce. In terms of age, the respondents were fairly well distributed, with 32.7% aged 41-50, followed by 26.6% aged 51-61, 23.6% aged 31-40, and 17.1% aged 22-30. This distribution indicates a strong representation of experienced teachers alongside a smaller group of younger professionals.
Figure 1
Highest level of education (to see Figure 1, please click here)
Regarding academic qualifications, most respondents held a master’s degree (approximately 85.5%), followed by a small percentage with a doctorate (11.5%), and the remainder holding a bachelor’s degree.
Teachers’ Role in a Changing Society
Teachers overwhelmingly recognized the importance of their role in society, with the majority describing it as “very important” or “essential.”
Figure 2
The role of teachers in a changing society (to see Figure 2, please click here)
In addition, teachers reported actively contributing to the development of students’ critical thinking skills.
Figure 3
The teacher’s role in fostering critical thinking (to see Figure 3, please click here)
Many respondents identified themselves as active participants in societal transformation, promoting values, educating future citizens, and adapting their teaching to new challenges. In qualitative responses, teachers expressed a sense of mission and responsibility, emphasizing their role as agents of social development and moral education.
Contribution to Democratic Education
While a portion of teachers actively integrated democratic values into their teaching, others mentioned that such themes are only addressed occasionally.
Figure 4
Teachers’ contribution to democratic education (to see Figure 4, please click here)
Some acknowledged that these values are “rarely addressed,” often due to curriculum constraints or a lack of time. This suggests a gap between teachers’ perceived societal role and the practical limitations of classroom implementation.
Challenges Faced by Teachers
Respondents highlighted numerous challenges that hinder their work and effectiveness.
Figure 5
The biggest challenges that teachers in Albania have to face (to see Figure 5, please click here)
Among the most frequently cited were low salaries, outdated teaching materials and curricula, and insufficient professional development opportunities. Many teachers also noted a lack of access to modern technology and student disengagement, which negatively affect their capacity to implement innovative and inclusive pedagogical practices.
Use of Technology and Professional Development
The integration of digital tools in teaching remains uneven.
Figure 6
Integration of technology into teaching practice (to see Figure 6, please click here)
While some teachers reported feeling confident and secure in using technology, others indicated only partial readiness or expressed uncertainty. Barriers identified included lack of training, limited infrastructure, and time constraints. Despite this, there was a general openness to embracing technology, provided that adequate support, time, and training are made available.
Public Perception and Institutional Support
Another recurring theme was the perception of the teaching profession in society.
Figure 7
Teachers’ limited societal recognition and inadequate working conditions (to see Figure 7, please click here)
Figure 8
The perception of the teaching profession by society (to see Figure 8, please click here)
Many respondents felt that teachers are not adequately respected or valued. The overall sentiment ranged from neutral to negative, with several pointing out that teachers’ roles are underappreciated in the public discourse. This perceived lack of recognition contributes to demoralization and reduced motivation.
Suggestions for Improvement
Teachers offered a range of constructive suggestions for improving their status and performance. These included:
- Increased salaries and improved working conditions
- Continuous professional training tailored to current challenges
- Access to updated teaching resources and technologies
- Stronger support from school administrations and the community
- A clearer voice for teachers in shaping educational policy and curricula
Discussion
The findings of this study provide a nuanced understanding of how teachers in Albania perceive and perform their roles in a society undergoing significant transformation. The results confirm that teachers are aware of their vital position within the broader framework of social development and that they carry a strong sense of responsibility in adapting to the country’s evolving educational landscape.
The Teacher as a Key Actor in Societal Change
The overwhelming consensus among respondents was that teachers play a central role in shaping a democratic and progressive society. This aligns with broader literature that positions educators as key change agents, especially in societies experiencing rapid political and cultural transitions. Many teachers reported actively engaging with democratic values and acknowledged their role in developing students’ critical thinking and civic awareness. However, some responses suggested that institutional support and curriculum limitations restrict their ability to fully implement these ideals, highlighting a disconnection between policy intentions and classroom realities.
Contradictions Between Role and Recognition
While teachers see themselves as crucial to Albania’s development, many expressed concerns about their low public status, limited societal recognition, and inadequate working conditions. This contradiction between the perceived importance of the teaching profession and the lack of external validation can lead to professional dissatisfaction and burnout. Respondents emphasized that better salaries, improved infrastructure, and social recognition are essential if teachers are to continue contributing effectively to national progress.
Professional Challenges and Systemic Barriers
Teachers identified several systemic challenges, including outdated curricula and teaching materials, limited access to professional training, insufficient digital infrastructure, and a growing gap between policy reforms and practical classroom implementation. Despite these barriers, most teachers expressed a willingness to adapt and grow, particularly in embracing modern pedagogical approaches and digital tools. This indicates a potential for transformation if appropriate institutional support mechanisms are provided.
Readiness for Technological and Pedagogical Innovation
Responses showed varying levels of confidence regarding the integration of technology in teaching. While some teachers feel “very confident” using digital tools, others report only partial readiness, often citing a lack of training or time. This suggests that, although the groundwork for digital transformation exists, further investment in professional development and infrastructure is needed to ensure equitable access and effective implementation across Albania’s education system.
From an anthropological standpoint, this disconnection reflects a broader phenomenon known as “symbolic incongruity” (Herzfeld, 2001), in which the expectations placed upon teachers by society, policymakers, and institutions often conflict with the material and cultural realities of their everyday lives. While reforms may encourage a new image of the teacher as a facilitator and innovator, in practice, many educators are constrained by outdated materials, rigid bureaucracies, and social undervaluation. Teachers, therefore, must navigate these contradictions, embodying multiple, sometimes conflicting, identities: caretaker, intellectual, change agent, and civil servant.
In anthropological terms, the teacher in Albania occupies what Turner (1967) would call a “liminal space”, a position between tradition and modernity, between state functionary and independent thinker. This liminality may be empowering for some, allowing them to craft innovative pedagogical approaches, but it also causes emotional stress and ambiguity in professional identity. Moreover, the symbolic undervaluing of teachers undermines efforts to position them as agents of national transformation.
The survey responses suggest that social capital is unevenly distributed within the teaching profession. Educators in urban areas, or those involved in international projects and NGO networks, may feel more empowered, while their counterparts in rural schools report isolation and marginalization. This disparity reveals how structural inequalities continue to shape the professional experiences of teachers and points to the importance of considering geographic and socioeconomic factors in policy design.
Gender, Identity, and Professional Burden
The gender composition of the sample, with 94.5% female participants, adds another layer to the discussion. The feminization of the teaching profession in Albania mirrors patterns observed globally, especially in early and primary education. Yet, this trend carries significant implications for how the role of the teacher is perceived, both socially and institutionally.
Feminist scholars have long argued that women in teaching are often expected to perform emotional labour and act as moral anchors for communities (Acker, 1995; Hochschild, 1983). In times of social change, these expectations intensify. Albanian female teachers may be taking on additional burdens, not just as educators, but as caretakers and emotional stabilizers in a society coping with migration, economic precarity, and institutional reform. However, these roles are seldom formally recognized or compensated, further reinforcing the undervaluation of the profession.
Furthermore, the gender dynamics raise important questions about voice and representation in educational reform. While women dominate the workforce numerically, they are often underrepresented in decision-making processes. As such, the professional insights and lived experiences of women teachers remain largely invisible in national policy discourse, despite their critical importance in shaping the nation’s future.
Anthropologically speaking, this willingness reflects a form of “micro-agency” (Ortner, 2006), in which individuals make pragmatic, incremental changes within constrained environments. These acts of adaptation may not radically transform the system, but they signal a bottom-up readiness for change that deserves to be cultivated through policy.
Moreover, technological integration must be understood not only as a practical challenge but also as a cultural shift. Teachers are required to reframe their roles, pedagogical methods, and classroom relationships in the context of new digital tools and virtual environments. This process is not merely technical, it is deeply anthropological, involving shifts in identity, values, and community dynamics.
Suggestions for Reform from the Front Lines
The open-ended responses in the survey revealed a strong desire for reform led by those closest to the classroom. Teachers offered thoughtful suggestions, including:
- Enhancing continuous professional development opportunities
- Increasing teacher autonomy in curriculum design
- Establishing stronger collaboration between schools, families, and communities
- Promoting the teacher’s image through public campaigns and recognition programs
These insights indicate that teachers not only understand their role but are also ready to co-lead educational transformation, if empowered to do so. From an anthropological perspective, this reflects a bottom-up form of innovation rooted in local knowledge and lived experience. Recognizing and institutionalizing this form of grassroots expertise could serve as a powerful lever for more sustainable and inclusive reform.
Conclusion and Recommendations
This study highlights the crucial role teachers play in shaping a democratic, modern, and progressive Albanian society. Teachers see themselves as drivers of change, responsible for nurturing civic values, adapting to reforms, and guiding the next generation through an evolving educational landscape. While their self-perception is strong and mission-driven, the external environment often falls short in offering the recognition, support, and resources they need to succeed.
The data reveal a profession that is committed yet under-resourced, innovative yet constrained, and ready for transformation but in need of systemic backing. Teachers in Albania are not passive recipients of reform; they are active participants who wish to be heard, supported, and respected.
From an anthropological point of view, this study sheds light on the symbolic and structural complexities that educators must navigate. Teachers in Albania are not only executing state-mandated curricula, they are interpreting, adapting, and reshaping them in response to local realities and global influences. This interpretive labour reflects a broader form of cultural agency, one that is frequently overlooked in policy discourse.
Furthermore, the gendered composition of the workforce, predominantly female, demands more attention from a sociocultural perspective. These teachers are not just employees of the system; they are pillars of their communities, performing both intellectual and emotional labour. Yet the invisibility of their voices in national conversations reveals persistent power imbalances that must be addressed if reforms are to be effective and equitable.
In sum, Albanian teachers are navigating multiple transformations simultaneously: ideological, pedagogical, technological, and institutional. Their capacity to mediate these changes makes them central figures in the project of national renewal, deserving of greater scholarly, political, and public recognition.
Based on the findings and teacher feedback, the following recommendations are proposed:
- Strengthen Teacher Status and Public Image
- Launch national awareness campaigns to promote respect for teachers’ contributions.
- Include teacher voices in public discussions on education policy.
- Address gender biases that may impact the perception of teaching as “feminized” or undervalued labour.
- Improve Working Conditions
- Increase salaries and improve job stability, especially in underserved areas.
- Reduce class sizes and modernize classroom facilities to support more effective teaching.
- Invest in Professional Development
- Provide ongoing, specialized training aligned with curriculum reforms and technological tools.
- Ensure that training is locally contextualized and accessible in both urban and rural regions.
- Support Digital Transformation
- Equip schools with adequate digital infrastructure and tools.
- Offer targeted training to improve teachers’ digital literacy and confidence, considering generational and regional disparities.
- Encourage Teacher Autonomy and Innovation
- Give teachers greater freedom to adapt curricula and teaching methods to their students’ needs.
- Encourage collaborative decision-making between educators and administrators at both school and district levels.
- Bridge Policy and Practice
- Ensure that education reforms are accompanied by clear, implementable guidelines and adequate resources.
- Involve teachers systematically in the formulation, piloting, and evaluation of educational policy to improve alignment with classroom realities.
- Recognize Teachers as Cultural Agents
- Embrace an anthropological lens in education policymaking by recognizing teachers as interpreters of social change.
- Promote qualitative and participatory research that brings teacher narratives and lived experiences into the centre of reform efforts.
Competing interests
The authors declare no conflict of interest.
Ethical Approval
The research was approved by the Ethics Committee of the Aleksandër Moisiu University of Durrës, Albania (No. 53/1, dated 19.09.2025).
Consent to Participate
Informed consent was obtained from all individual participants in the study.
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