THE ROLE OF TECHNOLOGY IN SUPPORTING MULTIPLE INTELLIGENCES FOR COLLABORATIVE AND PERSONALIZED LEARNING, INSIGHTS FROM ALBANIAN TEACHERS

Although the theory of multiple intelligences is widely recognized, its application remains new in Albania, with notable gaps in practice. This study aims to explore teachers' perceptions of the theory of multiple intelligences, analyze its application, and evaluate the role of technology in fostering these intelligences while promoting more collaborative and personalized learning experiences. A mixed-methods approach was employed to identify, measure, and generalize the variables in a sample of 149 in-service teachers. Data was analyzed using SPSS, with correlation analysis revealing relationships among variables. A significant positive correlation (r = 0.511) indicates that as teachers use technology to stimulate multiple intelligences, students are more engaged in collaborative and personalized learning environments. Teachers who understand multiple intelligences and effectively use technology create more engaging, collaborative, and personalized learning spaces. These findings highlight the importance of integrating technology into education to enhance learning outcomes and encourage student-centered approaches. By leveraging advances in technology, educators can support collaborative and personalized learning tailored to students’ unique intelligences, fostering more effective and meaningful educational experiences.