The study program received its initial accreditation on June 20, 2024.

Progression to the 2nd Year To advance to the 2nd year, a student must complete at least 48 ECTS credits, including the mandatory courses: Introduction to Practical Training, Practical Training I, Psychology in Education, Pedagogy, Introduction to the Methodology of Educational Research, and Slovenian Language I. Progression to the 3rd Year To progress to the 3rd year, a student must pass all 1st-year exams and earn at least 48 ECTS credits from the 2nd year. The required courses include: Practical Training II, Didactics, Selected Chapters in Sports, Vocal-Instrumental Teaching I, Vocal-Instrumental Teaching II, Didactic Practicum in Natural Sciences and Technology, and Fundamental Art Pedagogy Content. Progression to the 4th Year Advancement to the 4th year requires passing all exams from the 1st and 2nd years and earning at least 48 ECTS credits from the 3rd year. This includes completing the mandatory courses: Didactics of Slovenian Language and Literature I, Didactics of Natural Sciences and Technology I, Didactics of Music Art I, Didactics of Visual Art I, Didactics of Physical Education I, Didactics of Mathematics I, Didactics of Environmental and Social Awareness I, and English Didactics for Young Foreign Language Learners I. Progression to the 5th Year To advance to the 5th year, a student must pass all exams from the 1st, 2nd, and 3rd years and accumulate at least 48 ECTS credits from the 4th year. Required courses include: Didactics of Slovenian Language and Literature II, Didactics of Natural Sciences and Technology II, Didactics of Music Art II, Didactics of Visual Art II, Didactics of Physical Education II, Didactics of Mathematics II, Didactics of Environmental and Social Awareness II, and English Didactics for Young Foreign Language Learners II.

Graduates may pursue further studies in third cycle of academic programs.

Graduates of the Master's five-year study program in Primary Education are qualified to teach in various roles, including capacities: • teaching in the first educational cycle, as well as in the fourth and fifth grades; • teaching English as a foreign language during the first educational cycle and in the fourth and fifth grades; • serving as a second teacher in the first grade; • teaching certain elective subjects in the first and second educational cycles; • providing introductory Slovenian to immigrant students in the first and second educational cycles; • offering additional professional support as learning assistance in the second educational cycle; • delivering individual and group learning support in the second educational cycle; • teaching within extended educational programs.

The assessment and evaluation of knowledge at the University of Maribor are governed by the Statute of the University of Maribor, the Regulation on the Assessment and Evaluation of Knowledge at UM (No. A4/2009-41 AG), and the specific curricula of each course.

The primary objectives of the five-year master's study program Primary Education are to develop a well-rounded graduate who is: • Equipped for independent professional, educational, and research work in the foundational, developmental, and applied aspects of primary education, • possessing knowledge in key general areas, including psychology, pedagogy, and didactics, as well as in specialized areas such as special didactics. They should have the skills and competencies required to effectively meet the demands of contemporary primary education in the classroom; • creative problem-solvers who can navigate various complex and unpredictable situations that arise in the educational process, • capable of justifying their pedagogical and didactic decisions and processes with rational, professional, and research-based arguments, • skilled at identifying and effectively addressing professional, ethical, and social issues and dilemmas, while critically evaluating the realities of the educational environment, • prepared for ongoing professional development, including the pursuit of doctoral studies in educational sciences, • employable in a range of educational settings.

Through the studies, a candidate will develop the following general competencies: • Advanced skills in critical analysis, synthesis, and the ability to anticipate solutions and their consequences; • a comprehensive understanding of research methods, procedures, and processes; • the capability to effectively apply knowledge in practical contexts; • the ability to cultivate critical and self-reflective assessment; • autonomy in professional practice; • proficient communication skills, including those applicable in international settings; • ethical awareness and a commitment to professional ethics; • teamwork and collaboration skills, particularly in multicultural environments; • initiative and ambition, with a strong emphasis on ongoing personal and professional development; • sensitivity to and awareness of the natural and social environment, including national culture, heritage, identity, multiculturalism, and principles of non-discrimination; • time management skills and the ability to plan independently; • openness and sensitivity towards people and social situations; • an understanding of individual values and diverse value systems.

Through the studies, a candidate will acquire the following subject-specific competencies: • In-depth knowledge, understanding, and critical evaluation of the foundations and historical development of educational systems; • enhanced ability to solve specific pedagogical problems using scientific research methods and procedures; • coherent mastery of fundamental knowledge, with the ability to connect and critically analyse knowledge from various fields and applications; • the ability to contextualize new information and interpretations within the framework of education; • an understanding of the overall structure of education and the interconnections between its sub-disciplines, such as curricular theories and special education; • proficiency in applying methods of critical analysis and theory development to solve specific pedagogical problems; • development of skills for applying knowledge effectively in the field of education; • proficient and critical use of information and communication technologies and systems within educational context; • a thorough understanding and critical assessment of the developmental characteristics, differences, and needs of students in the first two educational cycles of primary school, as well as the ability to recognize learning capacities and challenges, and a holistic understanding of the child development; • organizational and leadership skills in education; • understanding of social systems, with the focus on processes within the field of education; • knowledge of the institutional frameworks of educational work, including legal requirements, legislation, documentation, and other relevant aspects; • aesthetic sensitivity and the capability to engage in active and creative work within the arts; • comprehensive knowledge, understanding, and critical assessment of the didactic principles of teaching in the first two educational cycles of primary school, covering subjects such as Slovenian, English as a foreign language, mathematics, natural sciences, technology, social studies, physical education, visual arts, and music education, along with the ability to facilitate cross-curricular connections; • proficiency in English (linguistic, sociolinguistic, pragmatic, etc.) at the C1 level, according to the Common European Framework of Reference for Languages (2011), tailored to teaching English as a foreign language at the primary school level; • skills in providing the pedagogical assistance to individuals, classes, and groups; • the ability to adapt teaching methods and approaches to accommodate the diverse individual, social, linguistic, and cultural backgrounds of students; • fostering tolerance and flexibility within the school environment, while adhering to ethical norms and professional codes of conduct; • engagement in extended primary school programs, such as after-school classes, extracurricular activities, and school networks; • the ability to create a supportive learning environment, establish positive interpersonal relationships while effectively addressing disciplinary and other issues.

To enrol in the five-year Master's program 'Primary Education,' applicants must have passed the general matura exam (high school leaving exam) or completed any four-year secondary school program prior to June 1, 1995.

If enrolment is limited, candidates who have completed the matura or final high school exam by June 1, 1995, will be selected based on the following criteria: • Overall performance in the matura/final exam – 60% of the total points • Overall academic performance in the 3rd and 4th years of secondary school – 40% of the total points.

Transfers between study programs are permitted in accordance with the Higher Education Act, the Criteria for Transfers between Study Programs, and other relevant regulations. A transfer between study programs entails discontinuing studies in one program and continuing them in another. Transfers are allowed between study programs of the same level, as well as between higher vocational study programs and first-cycle study programs that provide comparable competencies upon completion. Additionally, at least half of the credits earned in the initial study program must be transferable, in accordance with the European Credit Transfer and Accumulation System (ECTS), and must align with the required courses of the new study program. Applications for a student or graduate transfers, provided they meet the admission requirements for the desired study program, are reviewed by the Student Affairs Committee of the Faculty of Education at the University of Maribor, following a proposal from the Department of Primary Education. Based on the recognized credits from the first study program, either from Slovenia or abroad, a student may be admitted into the second or a higher year of the five-year Master's program Primary Education. The following may be considered during the transfer process: 1. Comparable academic credits earned in the initial study program; 2. Comparable knowledge gained through non-formal education, supported by appropriate documentation. A student may be admitted to a higher year if they have earned at least the required number of credits through the transfer recognition process for the five-year Master's program Primary Education. Any additional requirements that must be completed for graduation from the new program will be specified. Transfers to the five-year master's program Primary Education are available from the first-cycle university programs in primary education, the second-cycle master's programs in primary education, and equivalent foreign university and master's programs that provide comparable competencies upon completion. These programs must also allow for the recognition of at least half of the study obligations (ECTS credits) as required courses in the new program. The Student Affairs Committee of the Faculty of Education UM, based on recommendations from the Department of Primary Education, reviews applications for enrolment into the appropriate year and identifies any remaining requirements for students wishing to complete their studies in the new program.

Students may have their prior knowledge and skills recognized during their studies if these were acquired before enrolling in the study program. This prior learning, whether obtained through formal, non-formal, or experiential learning, must fully or partially align in content and level of complexity with the general or subject-specific competencies defined by the study program. The recognition process is conducted in accordance with the Rules on the Recognition of Knowledge and Skills Acquired Before Enrolment in the Study Program. To request recognition, candidates must submit an application to the Student Affairs Committee of the Faculty of Education UM. The committee seeks input from the Department of Primary Education and relevant course instructors before making a decision, which is based on the recommendations provided by these stakeholders.

To complete the studies, candidates must accumulate a total of 300 ECTS credits from all components of the study program, including compulsory and elective courses. Credit points earned at other higher education institutions, both nationally and internationally (through mobility), as well as those obtained through recognized prior knowledge and skills, may also be included. The program culminates in a successful defence of the master’s thesis.