In the context of 21st-century education, STEAM (Science, Technology, Engineering, Arts, Mathematics) represents an interdisciplinary pedagogical approach that fosters critical thinking, collaboration, creativity, and problem-solving. While STEAM is recognized globally, its application in Kosovo’s primary education remains limited and understudied. This research investigates the effects of STEAM-based instruction on students’ conceptual understanding and learning experiences in the fifth-grade subject "Man and Nature. The study aimed to evaluate whether STEAM activities enhance students' understanding of scientific concepts and to explore their engagement and perceptions during these activities. It responds to a gap in empirical evidence regarding the integration of interdisciplinary and technology-supported methods in Kosovar classrooms.

This quasi-experimental study used a mixed-methods design to collect both quantitative and qualitative data. The sample consisted of 22 fifth-grade students from a rural primary school (11 boys, 11 girls). Students were divided into an experimental group (n=11), which engaged in STEAM activities, and a control group (n=11), which received traditional textbook-based instruction. Quantitative data were gathered via pre-test and post-test aligned with curriculum standards and Bloom’s taxonomy. For qualitative insights, a 10-minute focus group was conducted with five students from the experimental group using semi-structured questions. The intervention occurred over two consecutive lessons within one school day.

Initial pre-test scores were similar across both groups. Post-test results showed higher improvement in the experimental group compared to the control group. Though the increase did not reach statistical significance (p=0.13), the experimental group’s results suggest a meaningful educational impact. Qualitative findings confirmed that students found STEAM-based lessons more engaging, creative, and easier to understand. They appreciated using technology (e.g., “Solar System Scope”) and hands-on activities (e.g., drawing and arranging planets), which made abstract concepts clearer and fostered collaboration. While some faced challenges with scale drawing and tablet use, they still valued the experience. Students expressed pride and ownership in their work, feeling more connected to the content through active participation. Group work improved their communication and teamwork. The multi-sensory learning-visual, tactile, and verbal-enhanced memory retention. Many students reported an emotional connection to the topic, continued discussing it at home, and showed curiosity beyond the classroom. Overall, the STEAM approach supported both conceptual understanding and the development of key social and emotional skills.

The findings indicate that integrating STEAM-based instruction enhances student engagement and supports conceptual learning in science. While limited by sample size and short duration, the study provides evidence that STEAM approaches foster active, creative, and meaningful learning experiences in primary education. Broader implementation is recommended, particularly in underrepresented educational contexts like Kosovo, where interdisciplinary and technology-enhanced teaching can bridge gaps in motivation and understanding. Future research should include larger samples, longer interventions, and curriculum-wide integration to evaluate long-term effects and scalability.

Keywords: STEAM Education, Primary Education, Conceptual Understanding, Student Engagement, Interdisciplinary Learning.