83 Образование и саморазвитие. Том 17, № 4, 2022 Тип лицензирования авторов – лицензия творческого сообщества CC-BY Te Curriculum Reform as a Means to Upgrade Technology Education at Lower Secondary Schools in Slovakia Alena Hašková 1 , Danka Lukáčová 2 1 Constantine the Philosopher University, Nitra, Slovak Republic E-mail: ahaskova@ukf.sk ORCID: https://orcid.org/0000-0001-8592-7451 2 Constantine the Philosopher University, Nitra, Slovak Republic E-mail: dlukacova@ukf.sk ORCID: https://orcid.org/0000-0003-0186-5447 DOI: 10.26907/esd.17.4.07 EDN: DUCWXO Submitted: 1 March 2022; Accepted: 1 July 2022 Abstract In Slovakia, various initiatives aimed at supporting technical or polytechnic education at lower secondary schools (ISCED 2) were carried out. Despite the eforts made, these initiatives did not have a positive efect on increasing the interest of pupils in studying at technical vocational schools (ISCED 3). Te curriculum plays a signifcant role in this. Te Ministry of Education, Science, Research and Sports of the Slovak Republic is currently preparing a curriculum reform plan for primary and secondary levels of education (ISCED 1-3). Te paper presents the results of a survey focused on assessing the curricular content of the school subject technology from pupils’ point of view. Te research survey was carried out with a sample of 101 pupils. To collect research data, a questionnaire was used. Te key items of the questionnaire were focused on fnding out pupils’ favourite subjects, favourite topics or activities, the impact of teaching technology on pupils’ professional orientation, and their expectations in connection with technically-oriented subjects taught at secondary schools. It has been found out that pupils’ attitudes to the school subject technology is signifcantly negative. However, this statement has to be considered not only in relation to the content of the subject but also in relation to the way in which the subject is taught at schools. Te pupils express an interest in practical activities during which they can produce various objects or products. When the pupils were asked to evaluate the subject using a traditional classifcation scale 1 (excellent) – 5 (fail/insufcient), only four pupils rated technology with the grade 1, while up to 11 pupils evaluated the discipline by the grade 5. Te fnal (average) grade of the subject was 3. Keywords: curriculum reform, technical study programs, primary and secondary schools (ISCED 1 – 3), professional orientation, school subject technology.