The digital transformation of education places teachers’ digital competences at the
center of the modern pedagogical process. The aim of this thesis is to analyze the
current state of digital competence development among secondary school teachers in
Slovenia and to identify key challenges and opportunities for their further development.
The study is based on a review of European and Slovenian strategic documents and
existing research in this field.
The research combines theoretical analysis and quantitative empirical methods. First,
relevant literature and strategic documents were analyzed. This was followed by a
survey conducted among secondary school teachers in Slovenia. The data was
processed using basic statistical methods and interpreted in relation to theoretical
frameworks.
The results show that teachers rate their digital literacy and knowledge of digital safety
highly, while the pedagogical use of digital technologies is less developed. Digital tools
are primarily used to support traditional teaching, and less frequently for active student
engagement or assessment. The study also reveals significant differences among
teachers in the ways and levels of technology integration, with competences most
frequently developed through self-directed learning, indicating a lack of systematic and
pedagogically oriented support.
The contribution of this thesis lies in providing a comprehensive insight into the state
of digital competences and identifying the gap between strategic guidelines and
pedagogical practice. The findings can support the development of more targeted
training programs, strengthen collaborative learning approaches, and contribute to
more systematic digitalization of education.
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