This study analyzes students’ perceptions of the integration of Information and Communication Technology (ICT) in the learning process in natural and social sciences high schools in Kosovo. The aim of the study is to examine the impact of digital tools on motivation, engagement and perceived learning outcomes, as well as to identify similarities and differences between these two educational profiles. The study was conducted through a mixed-methods approach, integrating quantitative data from structured Likert-scale questionnaires and qualitative data from semi-structured interviews with 20 students. The quantitative sample includes 200 students from two public high schools in Prishtina. The data were analyzed through descriptive statistics and non-parametric tests, while the qualitative data were treated through thematic analysis. The results show that students have very positive attitudes towards the use of ICT, especially in relation to increased motivation, engagement, conceptual understanding and communication with the teacher. However, no statistically significant differences were identified between profiles. At the same time, persistent structural challenges are evident, such as lack of equipment, inadequate infrastructure and low levels of digital assessment. In addition, 75.5% of students report that they have not received formal training in ICT, highlighting a significant gap in the development of digital skills. The study concludes that, although students are ready and motivated to use technology, its effective integration is limited by systemic factors. The findings highlight the need for targeted investments, professional development and more structured integration of ICT in teaching and assessment.
Betim Ismajli (Wed,) studied this question.