摘要：The author of the present paper first theoretically describes the didactic concept of integrated lessons, then lay out the discussions on integrating lessons in subject Natural and social studies (now Environmental studies) with lessons in Slovene subject. In the empirical part she demonstrates the attitude of teachers in the first triad toward integrated lessons and how the subject Environmental studies is included into this concept. The findings show that the teachers included in the sample had different opinions about integrated lessons. They saw one of the basic advantages of integrated lessons compared to classical ones in the linking of the lessons with the pupils’ lives. In the integration of the subject Environmental studies with other subjects, the subject Slovene language plays an important role. Teachers, however, cannot find connections with some of the subjects, despite the fact that they are defined in the national curriculum. The teachers claim they have greatest difficulties in the phase of planning integrated lessons.
