Abstract
This article examines the theoretical and practical foundations of collaborative learning in primary school settings. The study explores how students acquire knowledge through cooperative interaction, the effectiveness of small-group work, the teacher’s role as a facilitator, the use of open-ended tasks, and comprehensive process-based assessment. The effectiveness of the approach is supported by findings from international PISA and PIRLS studies. The article concludes that collaborative learning plays a vital role in developing independent thinking, communicative, and social competencies among primary school students.References
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