Sustainable Architecture in the Context of Education: Reponses of Primary School Teachers on the Topical Subject. The concept of sustainability and a sustainable and ecological development are common debate topics in today’s society. This paper discusses the concept of sustainability in green building with regard to schools. The research was conducted on a representative sample of primary school teachers, focusing on some of their opinions on green building. We asked them which aspect of building they favoured and how often they asked themselves certain questions about the school they taught in. Furthermore, we were interested to see whether we would find age-related differences. To this end, teachers were divided into two groups, namely, teachers of up to 35 years of age and teachers over 35. We were surprised to find that teachers over 35 had a more positive attitude towards green building in schools compared to their younger colleagues. Based on the results, we came to a conclusion that the topics pertaining to ecology and sustainable development are neglected in today’s education. However, making them part of school curriculum is not enough, as the opinions and attitudes of teachers on sustainable and ecological issues also have an important impact on the subject-matter itself.V sedanji družbi se razpravlja o konceptu trajnosti, o trajnostnem in o ekološkem razvoju. V prispevku se usmerjamo le na koncept trajnosti v povezavi z ekološko gradnjo šol. V raziskavi smo se usmerili na reprezentativni vzorec osnovnošolskih učiteljev in na nekatera njihova stališča do ekološke gradnje, na vprašanji, kateremu vidiku gradnje bi učitelji dali prednost ter kako pogosto si postavljajo nekatera vprašanja o šoli, v kateri poučujejo. Zanimalo nas je tudi, ali se odgovori anketiranih učiteljev razlikujejo glede na njihovo starost, pri čemer smo učitelje razvrstili v dve skupini: mlajše, do 35 let, in starejše, nad 35 let. Presenetili so nas odgovori, da imajo učitelji, stari nad 35 let, v glavnem bolj pozitiven odnos do ekološke gradnje šol kot učitelji, stari manj kot 35 let. Glede na rezultate predpostavljamo, da sta v današnjem formalnem izobraževanju temi o ekologiji in trajnostnem razvoju zapostavljeni, da pa tudi ni dovolj, da teme vključimo le v učne načrte, pač pa so pomembni tudi odnos in stališča, ki jih učitelji imajo do trajnostne in ekološke problematike
