Abstract Introduction: This paper examines the key problems teachers encounter when teaching Slovak language and literature in primary education, focusing on the core competences required for pupils’ understanding and application of linguistic knowledge. Attention is also given to factors that contribute to the insufficient development of these competences. Methods: A qualitative design was employed, utilizing semi-structured interviews to gather in-depth insights into teachers’ experiences. The research identifies major problems and effective teaching methods in Slovak language and literary education. Data were collected in the Bratislava region of Slovakia. Results: The findings show that insufficient communication skills have multifaceted origins, including limited family communication, passive digital lifestyles, and weak reading habits. Teachers emphasise the need to vary methods to support individual learning approaches and linguistic development. Discussion: Teachers identified underdeveloped communication skills, weak reading comprehension, and declining ability to sustain attention to text as central issues in pupils’ learning of Slovak language. Limitations: The study is limited by its regional scope, the subjective nature of the responses, and the lack of quantitative data. Conclusions: The research offers new insights into teaching strategies and highlights teachers’ concerns about the negative influence of digital and multimedia environments on pupils’ text comprehension and communication skills.
Belešová et al. (Sat,) studied this question.