The training in Durrës was organized and hosted by the Department of Foreign Languages, University “Aleksandër Moisiu” Durrës (UAMD), with the active pedagogical involvement and guidance of Polish colleagues from University of Bielsko-Biala (UBB), who played a central role in designing and delivering the workshop content. The event aimed to strengthen participants’ competence in developing reading literacy and to introduce integrated approaches to information recognition and processing within the context of foreign language education. It also sought to foster collaboration, reflective teaching, and innovation by engaging both experienced teachers and pre-service educators in interactive and practice-based learning.
In line with the project plan to develop a cadre of local teacher-experts (learner-trainers and IP material disseminators), the workshop was designed and academically overseen by Constantine the Philosopher University in Nitra (UKF, Slovakia), while V4 partners from Poland and Hungary adapted and delivered instructions for the use of the Intervention Program (IP) in the Albanian context. UAMD coordinated local logistics, outreach, and participant selection, and co-delivered sessions with the partner experts.
The training comprised six sessions across three days, combining lectures with practice-based tasks focused on applying IP materials for foreign-language teaching at A2–B1 proficiency levels. Attendance included 54 in-service teachers and pre-service teachers (exceeding the project’s minimum target of 40). The expert team followed the project role division: four Albanian experts collaborated with two experts from Poland and two from Hungary to model IP implementation and to mentor the emerging learner-trainers. Materials were distributed for subsequent local dissemination, and UAMD collected feedback to inform reporting on implementation progress and other issues. Data were collected through a structured post-training questionnaire administered immediately after the final session of the workshop (10 October 2025).
The high satisfaction rates and uniformly positive feedback across all six workshop sessions indicate that the training design successfully combined theoretical and practical dimensions. The interactive methodology, hands-on exercises, and opportunities for reflection contributed to meaningful learning experiences for both in-service and pre-service teachers. Participants perceived the training as directly relevant to their teaching practice, which strengthens the likelihood of successful implementation of the IP materials in classrooms at A2 and B1 proficiency levels.
From a pedagogical perspective, the results also demonstrate the broader impact of the workshop beyond immediate training outcomes. Participants not only enhanced their understanding of reading comprehension processes but also developed reflective awareness of how integrated information recognition and processing contribute to literacy development in foreign language learning. These competencies directly support the Visegrad+ Fund’s and project strategic focus on promoting innovative, research-informed teaching across partner countries.
The Durrës workshop training stands as a model of effective international cooperation and capacity-building under the Visegrad+ framework. It successfully met its objectives by:
