Virtual Mobility GRANT – Kharkiv University of Radio Electronics (04/02/2024 – 10/02/2024)

Virtual Mobility GRANT – Kharkiv University of Radio Electronics (04/02/2024 – 10/02/2024)

Joint publication 1

Methods and tools for tech-merged education in Albania: Valuable Lessons from Ukraine’s online education

Mirela Alhasani (Dubali)1, Oleskii Turuta2, Klaudja Llapri1

1 EPOKA University, Tirana, Albania
2 Kharkiv National University of Radio Electronics, Ukraine

Abstract This paper has a twofold objective. Firstly, it aims to examine the trends and dynamics of e-learning in Albania by surveying a group of participants in Tirana. Secondly, it presents a case study of high-quality online education in Ukraine, spanning from the Covid-19 pandemic to the Russian-Ukrainian conflict, focusing on identifying comparative advantages and lessons learned. The unique Ukrainian case study explores the provision of pre-university and university education in bomb shelters or home environments through successful digital platforms and tailored online pedagogical tools, aiming to achieve social interaction, fair assessment, and emotional well-being in a remote learning setting. The analysis of both cases employs mixed quantitative and qualitative methods. Primary data from Albania were collected through a Google Form survey questionnaire and analyzed using empirical analysis and regression modeling in E-views software, particularly focusing on responses from Likert scale questions. Meanwhile, the analysis of remote education in Ukraine draws insights from the Virtual Mobility Program with Kharkiv National University of Radio Electronics, funded by the Multi3Generation Cost Action (CA18231), using textual analyses and interviews to gather evidence from areas severely affected by the Russian invasion. It demonstrates how despite adverse circumstances such as war, effective digital education has evolved in the country. Consequently, the scientific expertise of the Multi3Generation community and the notable Ukrainian case serves as a valuable model for potential implementation by the academic community in Albania, contingent upon the needs assessment conducted in this study.


Online learning, Albania, Ukraine, Human Language Technology, Multi3Generation COST Action

Joint Publication 2

LLMs and OpenLogos: An Educational Case Scenario The Logos Model and Language Learning

Andrijana Pavlova1 , Branislav Gerazov2 , Mirela Alhasani3, Anabela Barreiro4

1 UKIM, Institute of Macedonian Language “Krste Misirkov” in Skopje, Macedonia
2 UKIM, Faculty of Electrical Engineering and Information Technologies in Skopje, Macedonia
3 EPOKA University, Tirana, Albania
4 OpenLogos and INESC-ID Lisboa, Portugal


This article underscores the importance of understanding vocabulary, grammar, and syntax for both machines and learners, particularly in the context of language generation in education, with a focus on language learning. It advocates for addressing current concerns associated with this practice. First, it suggests that technology, by simulating cognitive processes, can aid language learners in producing varied sentences, thus improving proficiency, and nurturing creativity. Second, it acknowledges the ethical and competency-related challenges posed by the integration of Large Language Models (LLMs), especially in educational settings where ethical guidelines are crucial. Finally, the article discusses the potential integration of OpenLogos resources, rooted in the Logos Model, into language study and learning tools due to their transparency, adaptability, and traceability, following the initial knowledge exchange within the Multi3Generation COST Action (CA18231).


Natural Language Generation, Large Language Models, Generative Artificial Intelligence, Multi3Generation COST Action, OpenLogos, Education, Language Learning, Language Teaching.

Skip to content