Implementation of integrated curriculum in the opinions of primary education teachers

Stránka jednoduchej položky
dc.contributor.authorBrozmanová, Monika
dc.contributor.authorRochovská, Ivana
dc.date.accessioned2026-10-26T07:43:00Z
dc.date.available2026-10-26T07:43:00Z
dc.date.issued2026
dc.descriptionIn: The European conference on education 2026 : official conference proceedings. 1. vyd. Nagoja : The International Academic Forum, 2026. ISSN 2188-1162. Pp. 499-508 .
dc.description.abstractThe integration of educational content is one of the conceptual pillars of the current curricular reform in primary education in Slovakia. It represents a shift from a fragmented subject-based approach to meaningful, interconnected learning that contributes to the comprehensive development of students' competences. The implementation of an integrated curriculum in primary education is not just an organisational change, but also requires a change in teachers' professional thinking. Its practical implementation depends on teachers' professional understanding of changes in the curriculum and their project competences. The aim of this paper is to analyse how primary school teachers conceptualise the integration of educational content, what their experiences are, how they approach their own design of an integrated curriculum, and what barriers they identify in this process. The research was conducted using a qualitative design and focus group interviews. The data were processed by thematic content analysis focusing on semantic frameworks, professional strategies, and systemic limits to the implementation of reform principles. The findings suggest that the participating teachers perceive integration as a pedagogically meaningful approach that supports contextualised student learning, but its implementation is conditioned by the degree of curricular autonomy, time available for planning, and the level of methodological support. Their statements reveal a tension between the declared flexibility of curricular documents and the practical reality of schools. The results of the study contribute to a deeper understanding of the implementation of curriculum reform at the level of pedagogical practice and point to the need for systematic support for teachers in the creation and implementation of an integrated curriculum, including adequate initial teacher education and continuing professional development. The study emphasises the importance of supporting teachers in the areas of interdisciplinary project design, ensuring content coherence, and reflective professional development.
dc.description.sponsorshipVEGA 1/0486/24 Výskum potenciálu učiteľov a analýza kurikulárnych dokumentov z aspektu integrácie vzdelávacích obsahov primárneho vzdelávania
dc.identifier.doihttps://doi.org/10.22492/issn.2188-1162.2026.38
dc.identifier.issn2188-1162
dc.identifier.urihttps://repo.umb.sk/handle/123456789/1645
dc.language.isoen
dc.publisherThe International Academic Forum : Nagoja
dc.rightsCC BY-NC-ND Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectintegrácia
dc.subjectintegration
dc.subjectintegrácia detí
dc.subjectintegrácia do škôl
dc.subjectinovácie kurikula
dc.subjectcurriculum innovations
dc.subjectškolské kurikulum
dc.subjectschool curriculum
dc.subjectkurikulárne reformy
dc.subjectcurriculum reforms
dc.subjectkurikulum
dc.subjectcurriculum
dc.subjectprimárne vzdelávanie
dc.subjectprimary education
dc.subjectosobnosť učiteľa
dc.subjectpersonality of the teacher
dc.subjectkľúčové kompetencie
dc.subjectkey competencies
dc.subjectcore competencies
dc.subjectrozhovory
dc.subjectinterviews
dc.titleImplementation of integrated curriculum in the opinions of primary education teachers
dc.typeArticle
dc.typeinfo:eu-repo/semantics/article

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