{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T03:45:06Z","timestamp":1777866306240,"version":"3.51.4"},"reference-count":33,"publisher":"International Association of Online Engineering (IAOE)","issue":"2","license":[{"start":{"date-parts":[[2026,4,30]],"date-time":"2026-04-30T00:00:00Z","timestamp":1777507200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Int. J. Eng. Ped."],"abstract":"<jats:p>The growing demand for interactive learning environments reflects a broader digital and social transformation in education. This study investigates how interactive learning platforms act as drivers of pedagogical innovation and social change, influencing teaching practices and student engagement among lower and upper secondary school teachers. Using a mixed-methods design, data were collected from 111 teachers through questionnaires and from 10 teachers via focus group interviews, while a Structural Equation Model (SEM) assessed the influence of the perceived integration of interactive platform elements on teaching practices, instructional quality, and student engagement. The findings reveal that platform integration enhances teaching quality and creativity, fosters inclusive and student-centered learning, and promotes greater engagement and learner autonomy. Teachers\u2019 narratives also highlight social and institutional challenges, including unequal access, limited digital competence, and lack of institutional support, which they address through collaboration and adaptive practices. Overall, interactive learning platforms emerge as socio-pedagogical catalysts, reshaping teaching identities and learning relationships while underscoring the need for equitable and sustainable digital integration in education.<\/jats:p>","DOI":"10.3991\/ijep.v16i2.59397","type":"journal-article","created":{"date-parts":[[2026,4,30]],"date-time":"2026-04-30T08:24:37Z","timestamp":1777537477000},"source":"Crossref","is-referenced-by-count":0,"title":["The Role of Interactive Learning Platforms in Enhancing Teaching Practices and Fostering Student Engagement among Secondary School Teachers"],"prefix":"10.3991","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4886-5295","authenticated-orcid":false,"given":"Kyvete","family":"Shatri","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6395-9660","authenticated-orcid":false,"given":"Florent","family":"Bunjaku","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Kastriot","family":"Buza","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"2371","published-online":{"date-parts":[[2026,4,30]]},"reference":[{"key":"15507","doi-asserted-by":"crossref","unstructured":"[1] Tagulwa, E. 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