Abstract
Analyzing the European Qualifications Framework (EQF)1 as well as the national one (NQF),2 the emphasis on lifelong learning stands out eloquently. This necessitates the need for the educational process to emphasize not only the assimilation of knowledge from a specific subject area (know what), but also the creation and upgrading of students’ research skills and abilities (know how) already at primary school age. That is why pedagogical science faces the difficult but important task of looking for ways to form and develop non-statity, to go beyond the typical, well-known, patterned thinking. The article proposes a theoretical model for the development of non-standardization through the application of problem situations considered as a supportive, complimentary tool). The model aims to support and optimize the educational process, in particular the work of primary teachers (both in terms of their theoretical and practical training).
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