Abstract:

Integrated STEAM (Science, Technology, Engineering, Arts, and Mathematics) education has gained increasing global attention for its potential to promote creativity, critical thinking, and interdisciplinary learning. However, in Kosovo, STEAM is still in its early stages of implementation, and little empirical evidence exists on how primary school students experience and perceive such activities. Given the challenges related to resources, time, and teacher preparation, understanding students’ experiences is crucial for developing meaningful and context-appropriate STEAM practices. The present study addresses this gap by examining primary school students’ perceptions of integrated STEAM activities, with a focus on how these activities influence engagement, motivation, and understanding of school subjects, as well as the challenges students encounter. The aim of the study is to provide insights into the effectiveness of STEAM-based instruction from the learners’ perspective and to identify areas for pedagogical and institutional improvement.

A mixed-methods design was employed. Quantitative data were collected through a structured questionnaire administered to 80 students in grades 3, 4, and 5 across four cities in Kosovo. The questionnaire included Likert-type items adapted for young learners, multiple-choice questions, and one open-ended item. Qualitative data were obtained from 10 semi-structured interviews conducted with selected students who had participated in STEAM activities. Quantitative data were analyzed using descriptive statistics and correlational analysis, while interview responses underwent open coding and thematic analysis.

The findings show that primary school students perceive STEAM activities very positively. Most students (60%) “like STEAM activities a lot,” while only 5% expressed no interest. Engagement was high, with 55% feeling “very involved,” and 62% reported strong motivation to learn new things through STEAM. Mathematics was most positively influenced, with 45% finding it more interesting via STEAM. Students valued opportunities to create, explore, and collaborate, especially building things, using tools, and working in groups. Art integration helped reduce anxiety in STEM subjects and supported self-expression. Challenges were reported by 35% of students, mainly understanding new ideas (30%), communication issues, and difficulties with materials or tools (25%). Qualitative interviews showed that students found STEAM activities more enjoyable and motivating than traditional lessons, valued collaboration and hands-on learning, but noted challenges such as short class periods, limited digital tools, and occasional difficulties with communication or understanding new concepts.

Overall, the study demonstrates that integrated STEAM activities can substantially enhance young learners’ engagement, motivation, and understanding of school subjects. However, to maximize impact, STEAM implementation in Kosovo requires stronger institutional support, better access to digital tools, and clearer instructional guidance during group work. Aligning activities with students’ interests and allowing more time for practical exploration may further strengthen the quality of STEAM learning experiences in primary education.

Keywords:

Integrated STEAM Education, Primary School Students, Student Engagement, Motivation in Learning, Interdisciplinary Learning, Hands-on Activities, Educational Challenges.