The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is widely acknowledged for fostering interdisciplinary learning and equipping students with essential 21st-century skills such as creativity, critical thinking, and collaboration. Despite its recognized benefits, effectively integrating STEAM into primary education remains a significant challenge, especially in contexts like Kosovo, where teacher training in STEAM is underdeveloped and inconsistently applied.

This study explores the impact of teacher training on the integration of the STEAM approach in Kosovo’s primary schools. It seeks to evaluate the current status of professional development opportunities, identify barriers hindering implementation, and examine how training influences teachers’ confidence, readiness, and capacity to apply STEAM methodologies in their classrooms.

The research employed a mixed-method design that combined a quantitative, descriptive-correlational approach with qualitative data obtained from interviews. A stratified random sample of 94 primary school teachers from various regions of Kosovo, including 63 from urban and 31 from rural schools, participated in the study. Data collection involved a structured questionnaire and semi-structured interviews. The questionnaire addressed demographic characteristics, experiences with STEAM training, professional development practices, and perceived challenges. Responses on 5-point Likert scales were analyzed using descriptive statistics and Pearson’s correlation to determine the relationships between teacher training and the extent of STEAM implementation.

The study found that only 26.6% of teachers had received any STEAM training, with most (73.4%) lacking formal preparation. Among those trained, the majority attended only short workshops (1–5 hours), and just 8% had over 30 hours of training. Teachers reported low levels of STEAM use (M = 1.64), ease of application (M = 1.74), and confidence (M = 1.73) on a 5-point scale (1 indicating very low/little and 5 indicating high/very frequently). Despite this, over 90% expressed strong interest in further training. Pearson correlation analysis showed strong positive relationships between training and frequency of use (r = 0.699), ease of application (r = 0.879), and confidence (r = 1.000), indicating that training significantly improves implementation. The qualitative analysis revealed that teachers in Kosovo face major challenges in implementing STEAM due to lack of material resources, institutional support, and limited personal knowledge. Teachers also expressed frustration with the absence of continuous professional development and unclear expectations regarding how to effectively integrate STEAM into the curriculum.

The study reveals a significant gap between the potential of the STEAM approach and its practical application in Kosovo’s primary schools. Without structured, continuous training and institutional support, implementation remains limited. The findings call for a national strategy that embeds STEAM into pre-service and ongoing teacher training, includes clear policy guidelines, and addresses infrastructural needs. The study recommends a national STEAM training strategy, institutional support, improved resources, peer collaboration, integration into pre-service education, clear curricular guidelines, and regular evaluation to ensure effective implementation.

Keywords: STEAM approach, Teacher training, STEAM integration, Primary education, Educational challenges.