Abstract:

This paper explores the integration of sustainability values within the ongoing curriculum reform in Slovakia, with a particular focus on their translation from policy frameworks into educational practice. In recent years, sustainability has become a key priority in educational discourse, reflecting broader global challenges and the need to develop responsible and engaged citizens.

The study adopts an exploratory-descriptive approach, aiming to capture how sustainability-related values are embedded in curriculum documents and how they are perceived and implemented in educational settings. The analysis draws on selected policy documents and qualitative insights from educational practice, highlighting both opportunities and existing gaps in the process.

The findings suggest that while sustainability is increasingly present at the level of curricular intentions, its practical implementation remains uneven. Challenges include limited methodological support for teachers, varying interpretations of sustainability concepts, and insufficient alignment between policy goals and classroom realities.

Rather than providing generalizable conclusions, the paper offers a context-specific perspective and identifies key areas for further research. It argues for the need to strengthen the connection between curriculum design and pedagogical practice, as well as to support teachers in translating sustainability values into meaningful learning experiences.

The contribution of this paper lies in opening a discussion on the role of sustainability in curriculum reform and providing insights that may inform both future research and educational practice.

Keywords:

Sustainability in education, Primary and secondary education, Educational policy and practice, Inclusive education, Erasmus+ KA220 project.