Secondary School Physics Education in the Balkans: Challenges, Perspectives and Pathways Toward a Sustainable STEM Future

¹ University Zurich, Physics Institute, Winterthurerstrasse 190/Building 36, 8057 Zürich, Suisse
² Aristotle University of Thessaloniki, Department of Physics, University Campus, GR-54124 Thessaloniki, Greece

Published online: 15 April 2026

Abstract

Physics education across the Balkan region faces persistent challenges related to student engagement, gender imbalance, and the alignment of science education with contemporary societal and technological developments. In several countries, fewer than 10% of secondary school graduates pursue studies in physics or engineering, and women represent only 20-30% of this already limited cohort. These trends raise concerns regarding long-term scientific capacity, innovation potential, and inclusive participation in the green and digital transitions. This paper presents an exploratory qualitative analysis of secondary school physics education in selected Balkan countries. Rather than offering a comparative quantitative review of national curricula, teaching hours, or system-level indicators, the study draws on expert testimonies from long-standing representatives of the Balkan Physical Union (BPU) and insights gained through the international Youth@STEM4SF pilot initiative. Using thematic analysis of practitioner perspectives, the paper identifies recurring patterns perceived across different national contexts. The findings point to concerns regarding predominantly theoretical teaching approaches, limited access to experimental and inquiry-based learning environments, insufficient structural support for teachers, and weak connections between physics education, industry, and real-world applications. These factors are reported by practitioners as contributing to student disengagement and reinforcing perceptions of physics as abstract or inaccessible—particularly among girls. At the same time, the analysis highlights the limited availability of harmonised regional data on STEM education indicators, underscoring the need for more systematic comparative research to support evidence-based reform. The paper discusses how interdisciplinary, project-based initiatives such as Youth@STEM4SF—piloted in Switzerland and introduced through regional cooperation—may offer context-adaptable approaches to strengthening relevance, sustainability orientation, and cross-border collaboration in science education. Beyond educational considerations, reinforcing physics education in the Balkans is framed as contributing to gender equity, innovation ecosystems, and regional scientific dialogue in a historically sensitive context.