Learning European content in Slovenian schools, 2018

In 2019, when elections to the European Parliament were held and the 15th anniversary of Slovenia's membership of the European Union was commemorated, the European Union (EU)
Scientific and expert debates (e.g. Kratochvíl and Sychra, 2019; Papadopoulos and Piattoni, 2019) faces more than ever criticism of the democratic deficit
and distance from European citizens. From the point of view of the democratic nature of the EU, the figures on voter turnout since 1979, when the first direct elections were held, are also worrying.
Elections to the European Parliament continue to fall. Numerous studies (e.g. Hayo, 1999; Thorpe, 2008; Kerr et al. 2010) demonstrated the interrelationship of a high level of civic knowledge of
An EU with a positive attitude towards the EU and social and (intended) political participation. Because school is an important, though not the only, environment for gaining civic knowledge about the EU.
These facts raise a number of research questions about learning and teaching European content in schools. The aim of the research is to analyse the views of teachers in depth.
on various aspects of learning and teaching European content in Slovenian schools (e.g. objectives, accessibility and quality of materials and professional trainings, depth of treatment in
curriculum and extracurricular activities) and the challenges they face in doing so. With the help of a survey on the integration of European content in Slovenian schools, we got to know each other more closely:
how and what European content is taught in Slovenian schools.