Asian Journal of Education and Social Studies

STEM (Science, Technology, Engineering, and Mathematics) education is increasingly promoted as an interdisciplinary approach for developing problem-solving, critical-thinking, collaborative, and technological competencies; however, its classroom implementation remains uneven. This study examined Albanian pre-university teachers’ familiarity with STEM, frequency of classroom use, perceived effects, training experiences, and implementation barriers. A quantitative descriptive survey was administered electronically to 94 teachers from urban and rural schools. Frequencies, percentages, and descriptive cross-tabulations were used to summarise responses and examine patterns by school location and teaching experience. Most respondents reported moderate or lower familiarity with STEM, and fewer than one fifth indicated that they used STEM activities often or always. Nevertheless, teachers generally perceived STEM as beneficial for student engagement and learning outcomes. Urban teachers reported greater familiarity and more frequent implementation than rural teachers. Only a minority of participants had received formal STEM-related training, while inadequate equipment and infrastructure and insufficient professional training were the most frequently reported barriers. Descriptive comparisons also showed variation in familiarity across experience groups, with the most experienced teachers reporting the highest level of familiarity, although the pattern was not linear. The findings indicate a gap between favourable teacher perceptions and regular classroom implementation. Strengthening sustained professional development, improving access to appropriate infrastructure, and providing context-sensitive support, particularly in rural schools, may facilitate more consistent STEM integration. Because the study used convenience sampling and descriptive analysis, the findings should be interpreted as indicative rather than nationally representative.