https://doi.org/10.59132/viz/2026/2-3/54-59
Prispevek obravnava zastopanost skupnih ciljev trajnostnega razvoja v prenovljenih učnih načrtih obveznih predmetov v osnovni šoli. Raziskava temelji na vsebinski analizi vseh veljavnih učnih načrtov, pri čemer smo analizirali cilje predmetov, standarde znanja in didaktična priporočila z vidika vključevanja kompetenc za trajnostnost po kompetenčnem okviru GreenComp. Rezultati kažejo, da so skupni cilji trajnostnega razvoja v učnih načrtih omenjeni 380-krat v ciljih in standardih znanja ter 196-krat v didaktičnih priporočilih, kar kaže na njihovo formalno prisotnost. Vendar kvantitativna zastopanost ne zagotavlja nujno kakovostne, sistematične in poglobljene integracije trajnostnih vsebin. Analiza razkriva neuravnoteženo porazdelitev kompetenc, pri čemer so slabše zastopane nekatere družbenotransformativne kompetence, kot so politična angažiranost, kolektivno ukrepanje, formuliranje problema, prilagodljivost in raziskovalno mišljenje. trajnostne vsebine so najpogosteje in najceloviteje vključene v naravoslovne predmete ter geografijo, kar nakazuje na bolj okoljsko razumevanje trajnostnosti. Ugotovitve kažejo na potrebo po bolj uravnoteženem kurikularnem pristopu med vzgojno-izobraževalnimi obdobji ter po dodatni strokovni podpori učiteljem za celostno razvijanje kompetenc za trajnostnost.
Abstract
Sustainability Competencies in the Reformed Curriculum
The paper examines the representation of the common goals of sustainable development in the revised curricula of compulsory subjects in Slovenian primary education. The study is based on a content analysis of all currently valid curricula, focusing on subject objectives, learning standards and didactical recommendations from the perspective of integrating sustainability competencies as defined by the GreenComp competence framework. The results indicate that the common goals of sustainable development are mentioned 380 times within objectives and learning standards, and 196 times in didactic recommendations, suggesting their formal presence in the curricula. However, quantitative representation does not necessarily ensure high-quality, systematic, and in-depth integration of sustain ability-related content. The analysis reveals an uneven distribution of competencies, with certain socio-transformative competencies – such as political engagement, collective action, problem framing, adaptability, and exploratory thin king – being less represented. Sustainability-related content is most frequently and comprehensively integrated into Science subjects and Geography, pointing to a predominantly environmental understanding of sustainability. The findings highlight the need for a more balanced curricular approach across educational stages, as well as for additional professional support for teachers to foster the holistic development of sustainability competencies.