Job-shadowing

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From April 13–17, 2026, our teachers Mordelová, Vajdiarová, and Benianová took part in a job shadowing project, observing the educational process at the Primary School and Kindergarten Nove Jarše in Ljubljana, Slovenia.

The school, attended by approximately 500 students, focuses on environmental topics in a way that suits its conditions. During breaks, students go outside into the schoolyard to truly experience the benefits of fresh air and relax between demanding lessons. Environmental protection is also discussed during classes, helping students develop knowledge and attitudes on a comprehensive level. The school participates in a community beekeeping project, and waste separation—including waste from the school cafeteria—is a given. The school promotes a healthy lifestyle, for example by implementing "sugar-free" meals throughout both the school and kindergarten. Students often have lessons outdoors, and the youngest kindergarten children even do so regularly once a week regardless of the weather.

At the school we visited in Slovenia, digital technologies are used as a support to traditional teaching, much like in our own environment. The school is equipped with computers, laptops, interactive whiteboards, projectors, and tablets. Teachers use educational applications and programs to a certain extent, as well as digital content such as e-textbooks and e-learning platforms. For Nove Jarše School, a future challenge is working on the Lego League project and participating in festivals and competitions. Their robotics team, "Lego junaky," is inspired by the work and achievements of our Lokca-based team, the Legoborci from Orava. In the near future, they aim to secure funding to purchase a 3D printer, which they plan to use in robotics and programming. Our schools have even managed to establish cooperation in this area.

The teaching methods and methodology at the Ljubljana school combine both traditional and modern approaches. The frontal method is mainly used for core instruction, but cooperative learning, project-based learning, and experiential teaching are also frequently applied. We attended a Home Economics lesson where students prepared dishes such as gibanica and burek, confirming that learning here can also be experiential. Since the school is significantly influenced by migration, teaching also requires an individualized approach, adapting instruction to students' needs and pace, using differentiated tasks, and supporting inclusion. The school employs five permanent and four external special education teachers, as well as several teaching assistants. The kindergarten we visited is also equipped with special educational support for children with special needs. A challenge is the significant need for speech therapists for children who do not meet language standards before entering primary school. To improve students' competencies in all areas, the school participates in international projects such as eTwinning, the Multi Schools Project, and Erasmus+, as evidenced by our mobility.

During the visit, we gained many inspiring ideas, shared cultural experiences, and overcame language challenges. We walked through the historic yet modern city of Ljubljana, visited its castle—once mainly used for defense—briefly stayed in the coastal town of Piran, and took a boat ride on Lake Bled. Our visit was further enriched by the presence of students and teachers from Kastamonu, Turkey, who were also participating in an Erasmus+ mobility at the school.

We are already looking forward to the next mobility, during which we will share our experiences at our Primary School in Lokca or at a partner school in another European country as part of the Erasmus+ program.