This study investigated the relationships between conflict management strategies and family functioning among university students from diverse ethnic backgrounds in the multicultural context of Kosovo. A cross-sectional design was used with 362 university students (183 female, 179 male) comprising Kosovo Turks (58.6%), Albanians (23.8%), and Bosnians (17.7%). Data were collected using the Conflict Management Strategy Scale and Family Assessment Device. Path analysis was used to examine relationships between conflict strategies and family functioning dimensions. Students preferred compromising strategies most (M = 3.68) and withdrawing least (M = 2.98). Family functioning was healthy in problem-solving, communication, roles, affective responsiveness, and general functioning (scores < 2.0), but unhealthy in affective involvement (M = 2.29) and behavioral control (M = 2.12). Significant ethnic differences emerged in communication (F(2,144) = 3.158, p = .045, η² = .020) and behavioral control (F(2,149) = 4.109, p = .018, η² = .018), but not in conflict strategies. Path analysis revealed that withdrawing strategies negatively affected family functioning (β = .113-.143), while smoothing strategies had positive effects (β = -.139 to -.220). However, conflict strategies explained only 1.6-4.3% of the variance in family functioning (R² = .016-.043), indicating small effect sizes. While statistically significant relationships exist between conflict management strategies and family functioning, effect sizes are modest. Ethnic variations in these relationships emphasize the importance of cultural considerations for family counseling practices. The findings suggest that conflict management training may have a limited direct impact on family functioning, highlighting the need for comprehensive, culturally sensitive intervention approaches.

This study presents a comprehensive bibliometric and content analysis of research on autism and mathematics learning from 2010 to 2024. A total of 131 peer-reviewed articles were retrieved from the Web of Science (WoS) database using keywords such as autism, mathematics, learning, and intervention. Bibliometric analysis was conducted to quantitatively examine publication trends, leading authors, contributing countries, and co-authorship networks, offering a macroscopic overview of the field’s evolution. Visualisations generated using VOSviewer further illustrated keyword co-occurrence and thematic clustering. Complementing this, content analysis provided a qualitative synthesis of research themes and conceptual progressions across the literature. The findings revealed a clear thematic evolution. Early research (2010–2015) predominantly focused on behavioural interventions, structured instructional approaches, and basic numeracy development. Mid-phase studies (2016–2020) introduced inclusive pedagogies, social-emotional considerations, and differentiated instruction. Recent research (2021–2024) has shifted towards personalised, technology-enhanced instruction, Universal Design for Learning (UDL), and the integration of digital tools in mathematics education. Despite this growth, several gaps remain. Research remains limited in addressing cross-cultural diversity, long-term evaluations of digital interventions, and the adaptation of pedagogies in underrepresented regions. This study emphasises the need for future research to explore culturally responsive frameworks, the sustainability of technology uses, and equity in mathematics education for autistic learners.