Misalignment of Cross-Curricular Areas in Primary Education in Kosovo

Abstract

Introduction: The alignment of cross-curricular areas in primary education plays a crucial role in ensuring balanced and effective learning experiences. In Kosovo, the curriculum serves as the foundation of the education system, guiding teaching methodologies, content delivery, and learning outcomes. However, despite its comprehensive structure, inconsistencies in the distribution of curricular areas can lead to imbalances that affect the quality of instruction.

Objectives: This study investigates the misalignment of cross-curricular areas in primary education in Kosovo, with a specific focus on the subjects of language and communication and mathematics. It explores how the current curricular framework influences the allocation of instructional time, teacher workload, and student learning experiences.

Methods: Employing a mixed-methods approach, this research utilizes a structured questionnaire distributed to primary school teachers in Prizren and Dragash. The survey, conducted in Bosnian, Turkish, and Albanian, assesses educators' perceptions of curriculum distribution and its impact on interdisciplinary learning.  

Results: The findings indicate that the curriculum's structure often results in an overemphasis on core subjects, limiting opportunities for interdisciplinary teaching and learning. This study highlights the need for a more integrated approach to curriculum planning to enhance the coherence and effectiveness of primary education in Kosovo. The results provide valuable insights for policymakers and educators in revising curriculum frameworks to foster a more balanced and holistic educational experience.