Abstract:

The rapid evolution of 21st-century education demands learning environments that support creativity, problem-solving, and interdisciplinary thinking-core principles of the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics). Effective STEAM implementation, however, is conditioned not only by pedagogical strategies but also by the quality of school infrastructure, including physical spaces, technological resources, and teacher preparedness. In Kosovo, where educational reforms increasingly emphasize innovation and digital competencies, infrastructural limitations remain a critical obstacle to meaningful STEAM integration in primary schools. This study addresses the central research problem of how infrastructural conditions influence the implementation of the STEAM approach in Kosovo’s primary education system. The aim is to evaluate teachers’ perceptions of physical learning environments, technological equipment, makerspaces, and opportunities for professional development, and to identify barriers hindering STEAM-based teaching. The research further seeks to contribute empirical evidence from a context where systematic data on STEAM infrastructure remain limited.

A quantitative research design was employed, using a structured online questionnaire based on relevant literature and the infrastructural needs of STEAM pedagogy. The sample consisted of 62 teachers from public (72%) and private (23%) primary schools across Kosovo (simple random sampling from a list of schools that expressed willingness to participate), representing grades 1–5 (91.8%) and 6–9 (8.2%) and diverse levels of teaching experience. The instrument included demographic items, Likert-scale questions assessing school infrastructure and technological resources, and two open-ended questions capturing qualitative insights. Data were analysed using descriptive statistics and cross-tabulations in Microsoft Excel, while qualitative responses underwent a basic thematic analysis to identify recurring infrastructural challenges and improvement needs.

The findings reveal notable disparities between public and private schools, with private institutions more likely to have functional STEAM spaces, better technological equipment, and reliable internet connectivity. More than half of the respondents reported insufficient or non-functional STEAM spaces, and nearly half indicated a complete lack of concrete tools for practical activities. Teachers frequently cited inadequate classroom space, limited access to computers or tablets, unstable internet, and the absence of technical support as major obstacles. Many also highlighted insufficient training, noting they sometimes personally purchased materials to complete STEAM tasks. Despite differing years of experience, teachers’ assessments of infrastructure remained consistent, indicating that material conditions significantly shape perceptions of STEAM feasibility.

In conclusion, the study demonstrates that infrastructural constraints, such as physical, technological, and human, substantially hinder the effective implementation of STEAM in Kosovo’s primary schools. Strengthening STEAM education requires a coordinated national strategy, investment in modern learning spaces and makerspaces, improved technological infrastructure, and continuous professional development for teachers. Addressing these gaps is essential for fostering equitable, innovative, and future-ready learning environments.

Keywords:

STEAM Education, School Infrastructure, Technological Resources, Makerspaces, Teacher Professional Development, Primary Education.