Maria Montessori is the originator of Montessori pedagogy. The contents and learning outcomes of the curriculum in Montessori pedagogy are divided into 5 areas. The field of cosmic education contains elements of sustainable development as well as education for peace, and it emphasizes that all living beings are connected and interdependent on each other and that the world functions on the principle of the intertwining of all elements. Even the smallest atoms are essential in the creation of such a great story, such as life on earth, because without them nothing greater could be created. Montessori pedagogy aims to develop new generations by applying non-traditional methods of education. Every being is an individual and should be educated and brought up as such, in order to ensure the development of a citizen who will contribute to the creation of a new and better community with his well-being. Accordingly, in this thesis Montessori pedagogy is presented with a more detailed description and comparison of cosmic education and the cross-curricular topic Civic education, which is an integral part of primary school education in the Republic of Croatia. Learning outcomes, i.e. attitudes, knowledge and skills of both curricula were compared and their mutual similarities and differences were highlighted. The results of the research determined that the elements of cosmic education can be recognized in the curriculum of the cross-curricular theme Civic education. Although the elements are observed in the areas of all domains, the domain of civic education that corresponds most closely to the curriculum of cosmic education is the Social Community. Considering the obtained results, it is possible to determine the relevance of cosmic education in the modern educational context. However, although it is present in the curricula, it is still not sufficiently represented. In order to achieve peace in the world represented by Maria Montessori, it is necessary to implement cosmic education in all spheres of modern education.