The integration of educational content has been a focal point in pedagogical discussions for many years, initially gaining prominence in early 20th-century reform pedagogy movement. This concept has largely been explored through humanistic and personalistic theories of education. Content integration can be categorised into three stages, with each representing a different approach. Conservative educational systems typically use cross-curricular links between subject areas. In contrast, personalistic and learner-centred educational philosophies, such as those promoted by Susan Kovalik, advocate for integrated thematic instruction as a more holistic approach. In countries like Slovakia, the Czech Republic, and Poland, where curricula are prescribed by the state, implementing the most advanced stage of content integration—integrated thematic instruction—poses challenges. However, there is a gradual shift towards incorporating integrated approaches in curriculum frameworks, reflected in the increasing emphasis on cross-disciplinary projects and thematic units. This indicates a move towards the second stage of content integration. The aim of the research was to assess the potential for content integration in the Slovak curriculum for the first cycle of primary education. The study used content analysis to examine the State Educational Programme for Primary Education (2023), focusing on the educational area of Human and Nature. The research sought to identify possible links between this domain and other areas of the curriculum. The analysis utilised Atlas.ti software for coding educational content, followed by the identification of key themes in Human and Nature that could be integrated with other subject areas. Based on these themes, concept maps were created to offer a more comprehensive view of the curriculum and to help identify overarching themes suitable for integrated projects. In addition to content analysis, interviews were conducted with primary education teachers and university-level academics specialising in educational theory. These interviews aimed to gain insights into the usefulness of the conceptual maps for supporting content integration in primary education. The findings indicated that the State Educational Programme for Primary Education (2023) provides opportunities for content integration, particularly within the Human and Nature educational area. Both teachers and educators involved in teaching theory confirmed the value of the conceptual maps developed in the study. These maps were regarded as useful tools for planning and designing teaching strategies that facilitate content integration across different subject areas. This research underscores the evolving nature of content integration in education, especially in countries with traditionally prescriptive curricula. The increasing focus on integrated approaches signals a shift towards more progressive educational models that aim to provide holistic learning experiences. By offering a visual and conceptual framework for educators, conceptual maps can support the practical implementation of content integration in classrooms, enhancing the coherence and interconnectivity of the curriculum. The study contributes valuable insights into the opportunities and challenges of content integration, offering guidance for future curriculum development and teaching practices.

Keywords: Content analysis, content integration, integrated curricula, primary education.