• Mirsada S. Zukorlić University of Belgrade, Faculty of Education, Serbia
  • Ivko A. Nikolić University of Belgrade, Faculty of Education, Serbia
  • Predrag D. Milosavljević University of Belgrade, Faculty of Education, Serbia




ecological upbringing and education, integrative approach, students of younger school age


Among the series of global crises of the modern world, one of the most pronounced is the one caused by the low ecological awareness of man – the ecological crisis. The need to humanize the relationship between man and man, but also towards the entire living and non-living world in which he lives and works, is becoming more and more pronounced, and organized and comprehensive upbringing and education for the preservation of the environment is gaining more and more importance. In this sense, we see ecological education as an integral part of an individual’s personality (educational field) whose contents belong to different subjects, so elements from almost all subject areas can be united around them. The aim of this paper is to point out the importance of the development and implementation of systemic presence in environmental education in the younger grades of primary school. Accordingly, the paper asserts that the achievement of the goals and tasks of environmental education, in the younger grades of elementary school, will be more successful and complete if environmental content is not separated into separate subjects, but integrated into teaching subjects. The contribution of this work is reflected in the concretization of aspects, program activities and within the framework of which it is possible to develop and implement a multidisciplinary approach to environmental content as well as the education of students in terms of environmental preservation.


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How to Cite

S. Zukorlić, M., A. Nikolić, I., & D. Milosavljević, P. (2024). POSSIBILITIES OF AN INTEGRATIVE APPROACH IN THE IMPLEMENTATION OF ENVIRONMENTAL EDUCATION IN THE YOUNGER PRIMARY SCHOOL CLASSES. SCIENCE International Journal, 3(2), 51–57. https://doi.org/10.35120/sciencej0302051y