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Nowadays, environmental issues belong to frequently discussed topics. Our article focuses on the implementation of environmental issues in teaching the subject of Technical education at primary schools in the Slovak Republic. Our research sample consisted of 123 students, graduates of primary schools in Trnava, Trenčín and Bratislava regions after they started to study at secondary vocational schools. We wanted to find out more information about their experience related to working with tools, instruments and machines, to developing their creativity, designing and manufacturing of their hand-made products. Our main questions dealt with environmental issues and their acquisition in the subject of Technical education. Up to 55.5 % of respondents stated that they did not learn, or they did not remember the area of environmental issues within the given subject. 7.8 % of respondents remembered mainly the topic of waste sorting out of all environmental issues discussed at the lessons of Technical education. In general, environmental aspects as cross-cutting topics of the educational process can be adequately demonstrated and implemented in the subject of Technical education. However, this implementation also requires a new conceptual approach to the teachers` education and the lifelong education of the whole society, as well.

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The article points out the accompanying environmental consequences resulting from the development of industry, transport and increasing globalization. Subsequently, it emphasizes the necessary education of the population, education for sustainable development and raising environmental awareness. It characterizes the starting points in legislation and strategic documents of environmental policy in the field of environmental education and training in schools in the Slovak Republic. It clarifies the implementation of vocational education of students in primary and secondary schools with a focus on their environmental literacy and competencies. In it, the authors interpret the results of a survey conducted on a sample of 3070 respondents, in which they organized ten life values ​​according to importance. They compare the statements of three groups of respondents - teachers, parents, and students. Subsequently, they analyse them and point out the possible causes of the identified state of the position of the value of environmental protection in vocational education in Slovak schools. In the end, they name important topics and assumptions leading to improved preparation of students for the future.

The environmental education is a cross-cutting theme that can be implemented into every educational subject. The aim of the paper was to find out from 123 pupils of the first year of SOŠE in Trnava in the school year 2019/2020 the experience with the completed lessons of Technique at their primary school and the environmental topics they met there. The authors also examined the opinions of pupils from the completed Technique lessons at elementary school about working with implements, tools and machines, about developing their creativity by designing and producing/ manufacturing their own products. A questionnaire survey was carried out. A question to find out how they remember the environmental topics discussed in the lessons of Technique showed that 63.3% of respondents did not learn or do not remember the area of environmental topics from Technique lessons. Most of the positive answers, 12.5% of respondents, said that they remember waste sorting from environmental issues. At the end of the article, the authors pointed out the reasons why the cross-cutting themes of the environment are not effectively and visibly implemented at primary schools and also the role of teachers in improving the environmental readiness of pupils.