MOGUĆNOSTI PRIMENE INTEGRATIVNE NASTAVE U PRVOM CIKLUSU OSNOVNOG OBRAZOVANJA I VASPITANJA

Integration of teaching contents contribute to students’ intellectual development, formation of a holistic view of the world, and the acquisition of functional knowledge. The aim of this research was to examine the possibilities of applying integrative teaching in the first cycle of primary education, as well as to explore teachers’ attitudes regarding its effectiveness, frequency of use, and the need for further professional development. The study involved 114 primary school teachers, and data were collected using the descriptive method, survey techniques, and the questionnaire designed for the purposes of this research. The results show that most respondents have a positive and affirmative attitude towards integrative teaching. However, while 84.6% of teachers report occasionally applying this approach, it was observed that there are shortcomings in their theoretical understanding and practical articulation of the concept. Notably, many respondents left open-ended questions unanswered, which indicates insufficient depth of understanding the concept of integrative approach or limited experience in its application. At the same time, some responses suggest that the content of the Nature and Society subject is not sufficiently suitable for integration, indicating the need for revision and expansion of curriculum content. It is believed that answers obtained in the study were partly socially desirable, which complicates the real assessment of their teaching practice. Therefore, it is necessary to improve the quality of the application of integrative teaching through systematic monitoring of its results, through seminars, and innovation of study programs at teacher education faculties. In this way, more sustainable effects can be achieved in practice and the quality of teaching can be enhanced in line with modern educational demands.