This paper explores and analyzes the factors that are determinants of the effective implementation of a competency-based curriculum in primary schools in Kosovo. Therefore, the tasks and objectives of this research should identify teaching approaches and methods, the impact of teaching materials, and assess the role of teachers in implementing the curriculum. We believe that individuals and their social context play an active role in the construction and creation of their knowledge acquisition. They are not consumers of knowledge but also its producers. The study used a case study design combined with a qualitative approach, and data were collected through focus group discussions with teachers (128 in total). Teachers were interviewed with pre-prepared questions from high-potentiated indicators about their approach to the new curriculum, their training, and the implementation or adaptation of their methods based on the new curriculum. The Ministry of Education, Science and Technology (MEST) on the one hand, and local education authorities on the other hand, are key players in providing training and support to teachers and school leaders for the effective implementation of the competency-based curriculum. The findings of this research recommend that teachers need to be trained in teaching and learning approaches and methods, i.e. they need more frequent and qualitative training to effectively implement the curriculum, including through training programs and seminars organized by educational agencies to equip teachers with the necessary skills and knowledge to provide quality education and ensure that students achieve better results. On the other hand, the paper highlights the need to provide adequate teaching resources for the effective implementation of the competency-based curriculum.
Belgizare KRYEZIU (Mon,) studied this question.