Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2021-27 Digital Education Action Plan defines digital education as “education in a creative physical and/or virtual learning environment, in which digital technology is used meaningfully, safely and interactively with the aim of increasing the knowledge and competences of all education actors”.
The 2016-2020 Digital Slovenia Development Strategy for the Information Society refers to the terms “information and communication technologies (ICT)”, “educational e-materials”, “e-learning”, “e-education”, “e-textbooks”, “e-schoolbag”, and “e-content".
The 2022 Act on Promotion of Digital Inclusion (ZSDV) defines “Digital inclusion” as “the possibility for individuals to access the available information and communication infrastructure and digital technologies, solutions and services, use them competently and safely, trust them and thus actively participate in the information society” and “digital competencies” as “the development of simple digital solutions and the knowledge and skills of teachers to implement the learning process using digital school teaching materials”. It also refers to the terms “digital school” and “digital content”.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: The 1993 Constitution (amended in 2013) affirms that education is free and compulsory and that “The state shall create the opportunities for citizens to obtain a proper education” (Article 57 ). No information on technology was found in the Constitution.
The 1996 Elementary School Act (amended in 2016) states that one of its goals is to develop “literacy and knowledge in the fields of text, science and technology, mathematics, information, social science and art” (Article 2). The area of basic education is regulated by the Basic School Act and the upper secondary general education by the 1996 Gimnazije Act (amended in 2019), with no specific reference to technology.
The 2022 Electronic Communications Act regulates universal service provisions.
The 2022 Act on Promotion of Digital Inclusion (ZSDV) stipulates in Article 2 that it aims to enhance the digital literacy of the population and to promote the advancement of digital development. Its objectives include encouraging interest in science and digital technologies, encouraging education in digital skills “increasing interest in secondary, post-secondary and higher education programmes that include professional digital competences, and reducing gender differences in this area”. Article 4 states that measures to promote digital inclusion target all school levels and educators, instructors in vocational schools and university faculty members, researchers and colleagues.
Policies, plans and strategies: The integration of digital technologies in Slovenia’s education system began in 1994 through the introduction of systemic measures for the comprehensive use of ICT in teaching and learning. Digital education objectives are included in several policy and strategy documents.
The 2021-27 Digital Education Action Plan aims to integrate digital technologies in the education process, with a vision to prepare students to enter into a digital society. In addition to the recent Digital Education Action Plan, Slovenia has a history of plans aimed at integrating ICT in the education system. One such plan is the 2016 Strategic Guidelines for Further Implementation of ICT in Slovenian Education until 2020 which outlines the strategic directions and goals for leveraging ICT in education in Slovenia.
The Digital Slovenia 2030 Strategy supports digital transformation in all areas, prioritising: increasing digital accessibility, improving online government services, expanding high-speed internet access, promoting the use of advanced technology to create a more connected and efficient society, and strengthening cybersecurity measures. There are specific objectives for the digital transformation of education.
The digitalisation of public services is one of the key objectives of Slovenia's digital transformation and is highlighted in the Digital Public Services Strategy 2030 (with specific reference to schools).
The 2017-2030 Development Strategy treats lifelong learning and training as values that improve creativity, innovativeness, critical thinking, responsibility and entrepreneurship, including such content in educational programmes at all levels. Additionally, the strategy focuses on developing knowledge and skills for life and work, improving reading, mathematical, digital and financial literacy, promoting global learning and international involvement and empowering citizens to use the latest technologies and thus reduce the digital divide.
The previous 2016-2020 Digital Slovenia Development Strategy for the Information Society aimed to “accelerate the development of a digital society, focusing on all sectors, including education, in which the “entire school system will work towards adapting curricula to the needs of new generations, for their integration in the digital society”.
The 2021 National Program to Promote the Development and Use of Artificial Intelligence (AI) in the Republic of Slovenia until 2025 (‘National AI Strategy’) aims to develop AI in Slovenia, with education-specific objectives that support the integration of AI in schools.
The Plan for the Development of Gigabit Connectivity by 2030, published in 2022, aims to establish gigabit connectivity for all households in Slovenia and sectors that promote socio-economic development (including education).
Digital competency frameworks: According to the government’s official website, Slovenia adheres to the 2022 EU DigComp Framework.
Changes occurred as a result of COVID-19: Slovenia already had a history of leveraging ICT in education before the pandemic through its 2016 Strategic Guidelines for Further Implementation of ICT in Slovenian Education until 2020. By April 2021, all primary and secondary schools were closed following the 2021 Decree on the temporary ban on the gathering of people in educational institutions and universities and independent higher education institutions.
The 2021 Distance Teaching Decision stated that distance teaching and learning would be implemented in basic and upper secondary schools under certain conditions, including temporary restrictions on crowding, adjusted organization of educational activities, and decisions by the competent inspectorate.
Only primary school students of all grades and upper secondary students in their final years were allowed to return to in-person learning, while other upper secondary students were placed in a hybrid learning model, alternating between in-person and distance learning weekly. However, by May 10, 2021, all upper secondary students were able to return to in-person learning and the hybrid model was discontinued.
On March 8th, 2021, following the Ordinance on the temporary prohibition of assembly in educational institutions and universities, upper secondary schools reopened to students who were still taking distance classes. They returned to school on an alternating schedule, where they would attend classes on-site for one week, followed by a week of distance learning. This meant that only half of the students or classes were present at school at any given time. However, final-year upper secondary students and all students in upper secondary vocational education were required to attend school for all classes. On February 15th, 2021, all basic schools also reopened for students of all grades, with similar attendance requirements for final-year upper secondary students and all students in short upper secondary vocational education. Additionally, as per the Ordinance, staff of educational institutions were required to take weekly rapid SARS-CoV-2 tests.
According to the 2021-27 Digital Education Action Plan, the COVID-19 pandemic “has given educational systems an additional push to embrace digital skills and technologies as part of the educational process”. This is similarly highlighted in the Digital Slovenia 2030 Strategy, which states that “the experience of the pandemic has shown the necessity of digitization in all areas”, including education.
In 2021, the government adopted the Recovery and Resilliation Plan, which similarly includes objectives for the digitization of the education system at all levels.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2014 Energy Act addresses economic public services related to energy, specifying the methods and forms of their implementation. This includes services such as energy distribution, transmission, and supply, with guidelines on pricing, quality standards, and accessibility (article 1).
The 2020 National Energy and Climate Plan aims to increase the energy efficiency of schools “Priority should be given to the implementation of measures in buildings where people who are sensitive to heat waves, i.e. in hospitals, homes for the elderly, kindergartens, schools”.
Computers and devices: The 2021-27 Digital Education Action Plan aims to equip learners and teachers at all education levels with “modern digital technology”.
Article 18 of the 2022 Act on Promotion of Digital Inclusion (ZSDV) provides financial incentives in the form of a credit, known as a digital voucher. This voucher can be used to purchase computer equipment or to participate in educational programmes to acquire digital skills. To receive the voucher for computer equipment, certain conditions may be set to ensure the equipment is used to improve digital skills, such as participating in subsidized education programmes. The value of the voucher is between 100-200 euros, based on available funds, the number of beneficiaries, and the cost of the equipment or education programmes that can be purchased with the voucher.
Internet connectivity: The universal service is prescribed in Article 1 of the 2022 Electronic Communications Act, which aligns with European Union regulations. Article 3 clarifies that the term “electronic communication” includes “Internet access service” and refers to the “universal service and user rights in relation to electronic communication networks and services and Regulation (EU) no. 531/2012”. The country also has the Plan for the Development of Gigabit Connectivity by 2030.
At the strategy level, there are specific objectives to develop internet connectivity in schools in the 2021-27 Digital Education Action Plan, Digital Slovenia 2030 Strategy and 2022 Plan for the Development of Gigabit Connectivity by 2030.
2.2.2. Technology and learning environments
The distance education objectives in the 2021-27 Digital Education Action Plan and 2021 National AI Strategy include “provision of didactic, professional and technical support and help for learners, educators, researchers and parents live and remotely” and the “Preparation of the platform and educational content for distance education at all levels formal education and lifelong learning to enable the acquisition advanced professional digital knowledge and skills, especially in the field of UI and data science and social, ethical and legal aspects of AI.”
Slovenia has implemented several policies and response plans to deliver distance education online and through radio and TV during the COVID-19 pandemic. One of the main initiatives is the Izodrom programme, which broadcasted educational content in various subjects for students of all grades on RTV SLO, the country's national broadcaster. This program is intended to provide students with access to educational material while schools are closed due to the pandemic.
Another initiative is the SIO (Sistem Izobraževanja na Daljavo) which is a national portal that provides up-to-date information services, a training catalogue, an e-learning repository, and technical content support for primary and secondary level students and teachers. The portal is designed to support remote learning and to enable teachers to access resources and training to help them deliver distance education.
The Slovenian Digital Coalition – digitalna.si, is a platform for stakeholders to come together and consult on digitalization efforts in areas such as entrepreneurship and the private sector, smart cities, e-commerce, e-skills, e-inclusion, cybersecurity, and the internet. The coalition's main goal is to align digital transformation efforts in Slovenia with the Digital Slovenia 2020 strategic document and to work collaboratively with stakeholders from the business sector, education and research, civil society, and the public sector.
The 2021 Distance Teaching Act states that distance learning will be implemented in primary and secondary schools in the event of temporary restrictions or bans on gatherings in educational institutions, the modification of educational activities to comply with epidemiological restrictions (such as alternating classes), or when the responsible inspection authority determines that the school does not meet the established restrictions to curb the spread of COVID-19 or if individual classes are required to quarantine.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
There are many relevant objectives for the development of student digital skills (including cybersecurity and AI) and STEM. For example, the 2021-27 Digital Education Action Plan aims to promote “greater inclusion of girls, women and girls in STEM and computer science.
The Digital Slovenia 2030 Strategy states that it depends on the use of national and European digital competence frameworks and active cooperation in their upgrades and aims for the inclusion of new fundamental contents of computing and informatics (RIN), including artificial intelligence and cyber security, as well as the digital competences of learners into curricula, curricula, knowledge catalogues or study programmes at all levels.
2.3.2. Teachers
The teaching profession is regulated by the 2015 Organisation and Financing of Education Act. The act specifies that for the initial training of teachers in basic and upper secondary schools, as well as those teaching general subjects in vocational schools, teachers must hold a degree in the relevant field. Head Teachers are responsible for promoting ”the professional education and training of education staff” which can be considered as “in-service training”.
In-service training is provided for teachers to develop their digital skills, so they integrate information and communication technology in lessons and teaching content.
The 2021 National AI Strategy aims to prepare educational content and examples on the use of UI in various subjects and other activities in primary and secondary schools (e.g. Slovenian, history, chemistry, biology, art), with an emphasis on practical demonstration of the usefulness of UI in content teaching of given subjects.
2.4. Cybersecurity and safety
2.4.1. Data privacy
On December 15, 2022, Slovenia adopted the 2022 Personal Data Protection Act (ZVOP-2), which incorporates the General Data Protection Regulation (Regulation (EU) 2016/679) ('GDPR') into Slovenian law. This Act ensures the legality of personal data processing and meets the requirements set forth by the GDPR. It also aligns with Article 38 of the Constitution of Slovenia, which guarantees the right to protect personal data, and regulates the handling of confidential personal data, video surveillance in public spaces, and the processing of special categories of data, among other things.
The state also has the 2004 Regulation on the collection and protection of personal data in the field of primary school education, the 2004 Regulation on the collection and protection of personal data in the field of preschool education, the 2018 Rules on school documentation in secondary education, and the 2011 Rules on the method and conditions of access to data from the central register of education participants.
The 2021 Act amending the Organisation and Financing of Education Act amending the Organisation and Financing of Education Act was passed by the National Assembly in December 2021. This amendment addressed several aspects, including education objectives, processing of personal data for the establishment and functioning of a secure national information system for managing schools and learner documentation, as well as the composition of school and kindergarten councils. One significant outcome of the amendment was the establishment of a unified national information system that adheres to the highest standards of data protection.
2.4.2. Online abuse and cyberbullying
On December 15, 2022, Slovenia adopted the 2022 Personal Data Protection Act (ZVOP-2), which incorporates the General Data Protection Regulation (Regulation (EU) 2016/679) ('GDPR') into Slovenian law. This Act ensures the legality of personal data processing and meets the requirements set forth by the GDPR. It also aligns with Article 38 of the Constitution of Slovenia, which guarantees the right to protect personal data, and regulates the handling of confidential personal data, video surveillance in public spaces, and the processing of special categories of data, among other things.
The state also has the 2004 Regulation on the collection and protection of personal data in the field of primary school education, the 2004 Regulation on the collection and protection of personal data in the field of preschool education, the 2018 Rules on school documentation in secondary education, and the 2011 Rules on the method and conditions of access to data from the central register of education participants.
The 2021 Act amending the Organisation and Financing of Education Act amending the Organisation and Financing of Education Act was passed by the National Assembly in December 2021. This amendment addressed several aspects, including education objectives, processing of personal data for the establishment and functioning of a secure national information system for managing schools and learner documentation, as well as the composition of school and kindergarten councils. One significant outcome of the amendment was the establishment of a unified national information system that adheres to the highest standards of data protection.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The institutions in charge of technology in education include the Ministry of Education, Science, and Sport, the National Education Institute, and the Education, Science and Technology Office. Coordination mechanisms include the National Education Council, the National Council for Higher Education, and the National Council for Vocational Education and Training.
The National Institute of Education (NIE) of Slovenia is a research and development institution that focuses on the field of education. It is responsible for conducting research and development projects, providing expert and advisory services, and offering professional development opportunities for educators. The NIE also works to promote and support innovation in education, and to improve the quality of education in Slovenia. The NIE collaborates with other organizations, such as the Ministry of Education, Science and Sport, universities, and other educational institutions in Slovenia. It also works with international organizations and other countries to share knowledge and best practices in education. The NIE is also responsible for the development of the national curriculum and evaluation standards for the education system in Slovenia.
The 2021-27 Digital Education Action Plan aims to establish a permanent and comprehensive national coordination mechanism for digital education in terms of content, organization, and financing. The responsibility for this coordination lies with the Center for Digital Education, which operates under the supervision of the Department for Digital Education at the Ministry of Education and Culture. The center closely collaborates with various stakeholders, including public, private, and non-profit institutions, to guide and align their activities. Externally, the center serves as a national hub where stakeholders contribute their expertise, ensuring that users have access to the necessary services and information.
3.2. Roles of schools
The 2021-27 Digital Education Action Plan also states that digitisation teams at schools are responsible for planning, evaluating and monitoring digital education activities The Ministry of Education website states that schools in Slovenia regulate the use of mobile phones by students through internal rules, such as house rules, school rules, educational plans, and decisions made by subject-specific professional bodies. During inspections, the school inspectorate has observed that schools have well-defined regulations in this area, which are effectively communicated to students and their parents.
