Learning European Content in Slovenian Schools, 2018

In 2019, when the elections to the European Parliament took place and commemorating the 15th anniversary of Slovenia’s membership of the European Union, the European Union (EU) scientific and expert discussions (e.g. Kratochvíl and Sychra, 2019; Papadopoulos and Piattoni, 2019) faces more than ever criticism of democratic deficits distance from European citizens. From the point of view of EU democracy, the figures on voter turnout are also worrying since 1979, when the first direct elections were organised. elections to the European Parliament are falling steadily. Numerous studies (e.g. Hayo, 1999; Thorpe, 2008; Kerr et al. 2010) has shown the connection of a high level of civic knowledge of An EU with a positive attitude towards the EU and social and (intended) political participation. Whereas school represents an important, albeit not the only, environment for obtaining civic knowledge about the EU, these facts raise a number of research questions on learning and teaching European content in schools. The aim of the study is to analyse in-depth the views of teachers and teachers. on various aspects of learning and teaching European content in Slovenian schools (e.g. objectives, accessibility and quality of materials and professional training, in-depth treatment in Slovenia) curricula and extracurricular activities) and the challenges they face. With the help of research into the integration of European content in Slovenian schools, we got to know more about the how and what European content is taught in Slovenian schools.